1. MATERIALS DEVELOPMENT
By :Sahadadi Mulyana
Adapted by: Nerio Burga

2. Theory of Learning and teaching (Tomlinson & Masuhara, 2004)
Learner
Teacher
Material

3. Learners
- Succeed : positive, relaxed,
enjoyable experience
Teachers
- teach successfully: can gain
enjoyment themselves from the
materials they are using
Materials
- connect the learning experiences in
the classroom to their own lives
outside it
- engage the emotions of the learner.

4. Definition of teaching material
They are the information, equipment and text for instructors that are required for planning and review upon training implementation. Text and training equipment are included in teaching material. (Anonym dalam Website)

5. Role and Design of Materials
Roles for materials
Presentation of language models, as in PPP (presentation, practice, production)
A source of activities for learner practice and communicative interaction
Reference source, e.g., for grammar rules, vocabularies, pronunciation
A syllabus – what to teach and when
Support for less experienced Ts

6. Kinds of materials
Authentic materials
Created/artificial materials

7. Authentic Materials “texts, photographs, …
that were not specifically designed
for pedagogical purposes.
authentic language
reflect real-world

8. Created Materials
specifically developed for teaching purposes

9. Authentic (+) provide realistic practice for Ss
- closely to the learner’s need
offer models of real language
link classroom to the outside
world
- authentic cultural information
about the target culture

10. Authentic (-) too difficult, little
comprehensible input (may be beyond the learner’s ability)
Ss may feel frustrated, lose
confidence

11. Created Materials (+) More comprehensible
Tailored to specific level of Ss
Tailored to specific pedagogic purposes, e.g., to highlight past perfect tense

12. Created Materials (-) the language used may be artificial
comprehension may actually fall, as clues are removed in simplification
Ss feel unrealistically confident

13. Textbooks (+ & -) + Provide structure and a syllabus for a programm
+ Standardize teaching
+ Save Ts time
+ Provide good language models
+ Visually appealing
+ Support new Ts
- Cost more
- inauthentic language
- not Ss needs, designed for a broad audience, not
specific Ss
- Deskill Ts reflect
- less flexible

14. Stages of Material design
Materials Evaluation
Materials Adaption
Materials Writing

15. Textbook Evaluation Does it fits Ts’ needs, teaching approach?
Does it fit school’s objectives? exams?
What other materials accompany the textbook, e.g., Ts’ book, CD, test item bank? Does this fit school?
Cost? Durability?
Visual appeal? Are topics of interest?

16. What is materials evaluation?
Involves measuring the value or potential value of a set of learning materials
Makes judgments about the effect of the materials on the people using
the appeal of the materials to the learners (Are the materials attractive?
the validity of materials
the ability of the materials to interest the learners and the teachers
the ability of the materials to motivate the learners

17. Types of Evaluation
Pre-Use Evaluation: making predictions about the potential value of materials for their users.
Whilst-Use Evaluation:measuring the value of materials whilst using them or whilst observing them being used.
Post-Use Evaluation: measuring the factual effects of the materials on the users.

18. Conducting Materials Evaluation
Select one of the books you decided could be used as a textbook
Do a pre-use evaluation as group work.
Report the results

19. Adapting Textbooks
Compromise between sole reliance on textbooks and developing your own
Add or delete content
Change order or omit a lesson/unit
Modify tasks, e.g., add a pre-task, provide extra explanation
Ts can collaborate on bank of supplementary materials

20. What is materials adaptation?
Materials adaptation involves changing existing materials so that they become more suitable for specific learners, teachers or situation.

21. Reasons for Adapting Materials
Mismatch between materials and teaching environment
Mismatch between learning style implied by materials and learning style of most learners in the class
Mismatch between instructions in materials and teacher’s own personality, beliefs, teaching style
Mismatch between course objectives and focus of book

22. Practice (homework next week)
Look again at some of the materials that had some good parts or features.
How could you adapt them for a particular class? (Work in groups.)
Report to class on what you discussed.

23. Creating Your Own Materials
Can just be one lesson
Materials more relevant to Ss
Develops Ts’ skill and understanding
Promotes greater thought about the learning process
Boosts Ts’ reputation and self-esteem

24. Materials Writing What reasons might you have for writing materials?
Activity: Make a list of reasons, scenarios that would prompt you to consider writing materials

25. To write or not to write
What are some reasons for producing your own materials?
What are some reasons for not doing it?

26. Preparing for materials development
Text-based framework recommended, so first step is text collection
Collect or create written or spoken texts with a variety of purposes
Principles for text selection:
Texts should engage students cognitively and effectively

27. Text types: Classification by purpose
Narratives – tell a story,
Recounts – tell what happened
Factual recounts
Personal recounts
Instructions – tell how to do something
Explanations – tell how or why something works the way it does

28. Information reports – organise and classify information; present it so that it is easy to understand
Expositions – state an opinion and try to convince the audience to agree

29. Structure & Language Features of Each Text Type
Narratives
Structure: Setting & characters, complication, climax, resolution
Language features: past tense, adverbials of time, place and manner, direct speech
Recounts (factual)
Structure: usually follows chronological order, except for newspaper articles, which give main event first and then add details

30. Language features: past tense, adverbials of time and place, may use passive, indirect speech common, third person pronouns.
Recounts (personal)
Structure: orientation, details (usually in chronological order, re-orientation and personal comment
Language features: past tense, adverbials of time, place and manner, indirect speech likely, 1st (and some 3rd) person pronouns

31. Structure & Language Features of Each Text Type (cont.)
Instructions
Structure: Materials or ingredients; procedure in sequenced steps
Language features: minor sentences in materials or ingredients section, imperatives in procedure section, quantifiers, adverbs of sequence

32. Explanations
Structure: Procedure described in sequenced steps
Language features: passive voice often used, adverbs of sequence, may contain verbs and conjunctions indicating cause & effect
Information reports
Structure: Often contains charts, lists, diagrams. May have few major sentences.
Language features: many relational verbs (be, become, include). Major sentences tend to be in the present tense (unless the information is historical)

33. Structure & Language Features of Each Text Type (cont.)
Exposition
Structure: Two common structures are found:
State position, give evidence, conclude by restating position
State counterclaim, give reasons why it is not valid, state speaker/writer’s own position.

34. Language features: modals, cause-effect conjunctions, conditionals, many first and second person pronouns, rhetorical questions.

35. Practice Select from materials provided
Create 2 or 3 activities using the text that could be used in one lesson
Be sure that your objectives are clear

36. Managing a materials writing project
Summarize what you have read.
Discuss factors you would need to consider in your location if you decided to initiate a materials writing project

37. CALL & Multimedia Materials
Advantages and disadvantages
Selection
Look at samples
What are the good and bad features of each?

38. Do it yourself?
Making your own ? . . .Watch demo ..\Specialist course in IT\History\English.exe
Web-based materials
A wonderful source of authentic texts – spoken and written
Notes on making recordings

39. Review We’ve talked about: Selecting materials
Reasons for adapting materials
Principles in adapting materials
Reasons for creating materials
Principles in creating materials
Using multimedia materials
Using web-based materials

40. Materials Development Process
Project specifications,
Particularly starting points, components, distinguishing features, balance of skills, syllabus type, length of units, time per lesson
Springboard, 1998, Oxford University Press