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teachers and students in interculture-based CLT writing model is not simple thing.
Therefore, the maker of course needs to conduct needs analysis. To determine

teachers‘ and students‘ role is such which Hutchinson & Waters (1987: 57)
mention that teachers‘ and students‘ role is categorized as learning needs.

Learning needs define what knowledge and ability the learners will acquire in

order to be able to perform the required degree of competence in the target
situation. The learning needs are divided into goals, inputs, procedures, teachers‘

role, learners‘ role, and settings.

f. The Instructional Materials in CLT

Teachers often think of themselves as being dependent on materials writers
and they do not believe that they are capable of writing good materials

themselves. However, teachers are materials developers in that they are involved

every day in matching materials to the needs and wants of their learners. In order
to do this, English teachers select, adapt and supplement materials when preparing

their lessons and they make decisions about the materials throughout their lessons
in response to their learners‘ reaction.

The selecting, adapting, and supplementing processes which are conducted
by English teachers are called by Tomlinson & Masuhara (2004: 1) as materials

evaluation processes in which the aim of these processes is to measure the value

or potential value of a set of learning materials. The ability of the materials to
interest the learners and the teachers is necessary to be done as a part of

instructional materials development process.
The instructional materials in CLT are developed based on the CLT view

of language as actions or communicative activities. A wide variety of materials
have been used to support communicative approaches to language teaching.

Unlike some contemporary methodologies, such as Community Language

Learning, practitioners of Communicative Language Teaching view materials as a
way of influencing the quality of classroom interaction and language use.

Materials thus have the primary role of promoting communicative language use.
Richards & Rogers (1999: 79) consider three kinds of materials currently used in

CLT and label these text-based, task-based, and realia.

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