Materials Development

1. MATERIALS
DEVELOPMENT

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. 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

39. 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