1. ENGLISH FOR SPECIFIC PURPOSE
MATERIALS DESIGNS
GROUP 6:
SANTI WIJAYANTI (A1B211007)
TITIN ROHAYATI (A1B211013)
ADE PERMATA SARI (A1B211014)
NOVITA WULANDARI (A1B211015)
EVITA KRISTIN S. (A1B211020)
MUHAMMAD TAUFIK (A1B211028)

2. MATERIALS design
• Material design is one of the most characteristic
features of ESP in practice.
• A large amount of the ESP teacher´s time is taken up
in writing materials.
• But, on the other hand, the process of material design
may help to make teachers more aware of what is
involved in teaching and learning.

3. 1. Defining Objectives
• Materials provide a stimulus to learning.
• Materials help to organize the teaching-learning
process.
• Materials embody a view of the nature of language
and learning.
• Materials reflect the nature of the learning task.
• Materials can have a very useful function in
broadening the basis of teacher training.
• Materials provide models of correct and appropriate
language use.

4. 2. A MATERIALS DESIGN MODEL
The model consist of four elements :
1. Input  the materials that will be delivered to students.
2. Content focus  the content should be exploited to
generate meaningful communication in the classroom.
3. Language focus  learner have the chance take language
to pieces, study how it works and practice putting it back
together again.
4. Task  the task should lead learners use the content and
language knowledge they have built up through the unit.

5. 3. A MATERIAL DESIGN MODEL:
SAMPLE MATERIALS
Example : Pumping Sytem
- Starter : Introductionof the topic ( pumping System )
- Input : Explanation about pumping System, how it
works.
- Content : Gatherig information about pumping
system.
- Language Focus : How language is used to describe
pumping system.
- Task : To know the learner’s understanding about
pumping system.

6. 4. REFINING THE MODEL
starter
INPUT
CONTENT
LANGUAGE
TASK
Student’s
own
knowledge
and abilities
project
Additional
input

7. There are 2 types of model that are used in the materials
design process:
 Predictive
This kind of model provides the generative
framework within which creativity can operate. It is a
model that enables the operator to select, organize and
present data.
 Evaluative
This kind of model acts as a feedback device to tell
you whether you have done what you intended.
Typically it is used as a checklist.

8. 6. USING THE MODELS:
A CASE STUDY
Guidelines for Using the Models
STAGE 1
Find your text.
STAGE 2
Go to the end of the model. Think of a task that the learners could do at
the end of the unit.
STAGE 3
Go back to the syllabus. Is the task the kind of activity that will benefit
your learners?
STAGE 4
Decide what language structures, vocabulary, functions, content the input
contains. Which of these would be useful for the task, what aspects of
language and content can be usefully focused on in the exercises?

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STAGE 5
Think of some exercises and activities to practise the items you have
identified.
STAGE 6
Go back to the input. Can it be revised in any way to make it more useful?
Try out any revisions on your learners.
STAGE 7
Go through stages 1- 6 again with the revised input.
STAGE 8
Check the new materials against the syllabus and amend accordingly.
STAGE 9
Try the materials in the classroom.
STAGE 10
Most importantly, revise the materials in the light of classroom use. There
is no such thing as perfect materials. They can always be improved.

10. CONCLUSION
We can conclude that one of the most characteristic features
of ESP work is materials design.
 We have noted that there is much common ground
between learners of apparently very different subject
specialism.
 If a new set of materials is needed, the second alternative
is to look at published materials.
 Even if the first two alternatives fail to provide exactly what
you want, you can still try adapting existing material.
 The final possibility is to try and reduce the area of the
course that will require new materials.