MATERIALS DEVELOPMENT IN TEACHING

1. MATERIALS
DEVELOPMENT
By :
Sahadadi Mulyana
Jakarta, March 2006

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

3.  Learners
- succed : 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. • Bahan ajar adalah segala bentuk
bahan yang digunakan untuk
membantu guru/instruktur dalam
melaksanakan kegiatan belajar
mengajar di kelas. Bahan yang
dimaksud bisa berupa bahan tertulis
maupun bahan tidak tertulis. (National
Center for Vocational Education
Research Ltd/National Center for
Competency Based Training)

6. • Bahan ajar merupakan informasi, alat
dan teks yang diperlukan
guru/instruktur untuk perencanaan
dan penelaahan implementasi
pembelajaran.
• Bahan ajar adalah seperangkat materi
yang disusun secara sistematis baik
terulis maupun tidak sehingga
tercipta lingkungan/suasana yang
memungkinkan siswa untuk belajar.
(Bahan diklat untuk materi” Bahan Ajar
SMA”)

7. Bentuk Bahan Ajar
• Bahan Cetak (hand out, buku, modul,
LKS, brosur, leaflet, wallchart,…)
• Audio Visual (video/film, VCD, …)
• Audio ( radio, kaset, CD/DVD, PH, …)
• Visual ( foto, gambar, model/maket,
….)
• Multi media ( CD interaktif, Computer
based)

8. 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

9. Kinds of materials
•Authentic materials
•Created/artificial
materials

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

11. Created Materials
specifically developed for teaching
purposes

12. 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

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

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

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

16. 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

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

18. 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?

19. 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

20. 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.

21. 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

22. 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

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

24. 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

25. Practice
• 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.

26. 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

27. 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

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

29. 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

30. 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
• 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

31. 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
• 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

32. 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
• 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.
• Language features: modals, cause-effect
conjunctions, conditionals, many first and
second person pronouns, rhetorical questions.

34. 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

35. 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

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

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

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

40. Cakupan bahan ajar
• Judul, Mata Pelajaran/mata Diklat, Standar
Kompetensi, indikator
• Petunjuk belajar
• Kompetensi yang akan dicapai
• Informasi pendukung
• Latihan-latihan
• Petunjuk kerja
• Penilaian

41. Contoh penyusunan peta bahan
ajar menurut kurikulum 2004
Standar
Kompetensi
KD
judul
judul
judul

42. Contoh alur analisis penyusunan bahan
ajar menurut kurikulum 2004
SK KD Indikator
Bahan ajar
Pengalaman
belajar
Materi
pokok

43. LKS
• Definisi
• Lembar kegiatan siswa (student worksheet)
adalah lembaran-lembaran yang berisi tugas
untuk dikerjakan siswa
• LKS berisi petunjuk, langkah-langkah untuk
menyelesaikan sebuah tugas.
• LKS sebaiknya bukan semata-mata sebuah
latihan tetapi harus bisa membimbing siswa
melakukan kreasi dan refleksi

44. Contoh langkah-langkah
penyusunan LKS menurut
kurikulum 2004
• Melakukan analisa kurikulum, SK, KD,
Indikator, dan Materi Pokok
• Menyusun peta Kebutuhan LKS
• Menentukan judul LKS
• Menulis LKS
• Menentukan alat Penilaian

45. Struktur LKS secara umum
menurut kurikulum 2004
• Judul, Mata Pelajaran, Semester,
• Petunjuk belajar
• Kompetensi yang akan dicapai
• Indikator
• Informasi pendukung
• Tugas-tugas dan langkah kerja
• Penilaian