commit to user
C. Material Development
Material development is basically dealing with selection, adaptation, and creation of teaching materials Nunan, 1991. In practice, it is focused on
evaluation, adaptation of published materials and creation development of teaching materials by teacher in line with the existing syllabus.
Canningsworth 1995: p summarizes the role of teaching materials as: a
a resource for presenting materials spoken and written
b a source of activities for practice and communicative interaction
c a reference source for learners on grammar, vocabulary, pronunciation, and
so on d
a source for stimulation and ideas for classroom activities
e a support for less experienced teachers who have yet to gain in confidence
In selecting or choosing a good material the teacher should consider several things. Based on Priyanto, the criterias of good material are:
a Relevant to the curriculum and syllabus
The material or topic in the students’ worksheet must appropriate with the syllabus.
commit to user
b Appropriate with the scaffolding
Scaffolding means that all of the exercise should be well-staged from less difficult to more difficult.
c Well linked with one another
All of the materials and exercises have to be linked with the topic. So the students are able to focus in the topic.
d Has good instructions
A good instruction can make the students understand how to do the exercise and make them easier in understanding the material.
e Attractive
The students’ worksheet should be written with a good design so the students will be more interested and enjoy learning it.
f Flexiblemore activities
More activities can improve the students’ skills and make the students feel not bored with the available exercises.
commit to user
D. Analysis
In providing material for the students, a teacher should consider the appropriation when choosing the material. That is why the teacher needs to analyze
the material that will be given for the students. But before analyzing the material the teacher should know about what analysis is.
There are several definitions of analysis. Holsti 1969: p.4 says that content analysis means any technique for making inferences by objectively and
systematically identifying specific characteristic of messages. This statement is supported by Krippendorff1980: p.51 who says that content analysis is
systematic, replicable technique for compressing many words of text into fewer categories based on explicit rules of coding. Krippendorff 1980: p.52 also notes
that much content analysis research is motivated by the search for technique to infer from symbolic data would be either too costly or too obtrusive by the use of other
technique. Nuendorf quotes, Content analysis is a sumarising, quantitative analysis of
messages that relies on the scientific method including attention to objectivity, intersubjectivity, a priori design, reliability, validity, generalisability, replicability,
and hypothesis testing and is not limited as to the types of variables that may be measured or the context in which the messages are created or presented.
Nuendorf, 2002:10.
commit to user
Holsti 1969 divides the use of analysis into three categories.
a make inferences about the antecedents of a communication
b describe and make inferences about characteristics of a communication
c make inferences about the effects of a communication.
Based on the statements above, it can be concluded that analysis is identifying or getting information of messages or materials with some techniques
which is not only restricted to the domain of textual analysis, but also may be applied to other areas such as coding student drawing or coding of action observed
on study in order to allow replication.
E. Students’ Worksheet
Kategori