Lesson in MAT-English

1. A. PREPARATION AND EVALUATION
OF INSTRUCTIONAL MATERIALS
B. ROLES OF INSTRUCTIONAL
MATERIALS
C. BASIC PRINCIPLES IN
MATERIALS DEVELOPMENT
Lesson 4
Prepared by: Cynthia D. Pinyuhan

2. A. Preparation And Evaluation Of Instructional Materials
Instructional Materials
 may be operationally defined as especially designed classroom tools which
contain instructions to learners and teachers, and which specify each
increment of learning: the content to be learned; the techniques of
presentation; practice and use of that content; and the modes of teaching
associated with those techniques (Johnson, RELC Journal)
generally serve as the basis for much of the language input learners receive
and the language practice that occurs in the classroom (Richards)

3. IMs are an important element within the curriculum and are often the
most tangible and visible aspect of it (Nunan, 1991)
They can provide a detailed specification of content, even in the
absence of the syllabus (Richards and Rodgers, 1986)
They can define the goals of the syllabus, and the roles of the teachers
and the learner within the instructional process (Wright, 1987)

4. Evaluation of Learning Materials
When materials have been used as part of the instructional process, the
materials themselves should be assessed for their relevancy, practicality
and usefulness in the lesson or unit.
If materials are developed by the teacher or are used for the first time in
a classroom, then the teacher is responsible for determining how
effective they are and changing them appropriately before they are used
again.

5. Pretest Modification - Post Teat Model
1.Materials are
developed and
produced
2.Materials are pre-
tested in a small
group, with a pilot
class,or in the actual
class setting
3. Materials are
assessed after the
presentation for
clarity,usefulness,etc
4. Materials are
modified as
required
5.Materials are tested
again(post-tested)
either in a regular class
environment or in
another pilot class.
Cycle of Production

6. Evaluation of Learning Materials
1. External Evaluation
Aims to examine the organization of the material as stated
explicitly by the author of the publisher.
This type of evaluation analyzes what the “book tells about
itself” by looking at the ad blurb, the introduction, and the
table of contents.

7. Through external evaluation, information on the following may
be called:
Intended audience
Proficiency level
Context in which the materials are to be used
Organization into teachable units
Date of publication
Author’s view on language learning and teaching
publisher

8. 2. Internal evaluation
Covers an in-depth investigation of the material in relation to
its objectives, principles, lesson design, and assessment
procedures.
The evaluator analyzes the extent to which claims in the
introduction and blurbs actually match up with the internal
consistency and organization of the materials.
In order to perform effective internal evaluation of the
material, at least two units of a book or a set of materials are
needed to be inspected.

9. The following information may be analyzed:
Presentation of the skills in the material
Grading and sequencing of skills
Authentic or artificial recordings
Authentic or artificial dialogues for speaking
Relationships of tests and exercises to learner needs and
course content
Provisions for different learning styles and self-study
Motivation for the learners

10. 3. Overall Evaluation
Analyzes the value of the material in relation to its usability,
generalizability, adaptability and flexibility
Usability- how far could the material be integrated into a
particular syllabus as ‘core’ or as a supplementary material
Generalizability- How much of the material could be used by
the individual or by a group of people?

11. Adaptability- Can parts be added/extracted/ used in another
context or modified for local circumstances?
Flexibility- How rigid are the sequencing and grading? Can
the material be used in different ways? Can they be entered in
different parts?

12. ROLES OF INSTRUCTIONAL
MATERIALS

13. Cunningsworth (1995) summarizes the role of materials
(particularly course books) in language teaching as a:
resource for
presentation
materials
1
source of
activities for
learner practice
and
communicative
interaction
2
Reference source for
learners on grammar,
vocabulary,
pronunciation, etc
3

14. Cunningsworth (1995) summarizes the role of materials
(particularly course books) in language teaching as a:
Source of
stimulation
and ideas for
classroom
activities
4
Syllabus
5
Support for less
experienced teachers
who have yet to gain
in confidence in the
language classroom
6

15. Dudley-Evans and St. John (1998) suggest that for teachers
of ESP courses, materials serve the following functions:
As a source of language
As a learning support
For motivation and stimulation
For reference

16. BASIC PRINCIPLES IN MATERIALS
DEVELOPMENT (TOMLINSON, 1998)

17. • Materials should achieve impact.
• Materials should help learners to feel at ease.
• Materials should help learners to develop confidence.
• What is being taught should be perceived by learners as
relevant and useful.
• Materials should require and facilitate learner self-investment.
• Learners must be ready to acquire the points being taught.
• Materials should expose the learners to language in authentic
use

18. •The learners’ attention should be drawn to linguistic features
of the input.
• Materials should provide the learners with opportunities to
use the target language to achieve communicative
competence.
• Materials should take into account that the positive effects of
instruction are usually delayed.
• Materials should take into account that learners differ in
learning styles.
• Materials should take into account that learners differ in
affective attitudes.

19. • Materials should permit a silent period at the beginning of
instruction.
• Materials should maximize learning potential by encouraging
intellectual, aesthetic and emotional involvement which
stimulates both right and left brain activities.
• Materials should not rely too much on controlled practice.
• Materials should provide opportunities for outcome feedback.

20. BENEFITS OF INSTRUCTIONAL
MATERIALS

21. Teachers
• Provide materials for presentation of new items for
reinforcement, consolidation and practice.
• Provide materials for teaching particular skills, particular areas
of languages and other special difficulties.
• Guide the teacher on the methods and techniques in
introducing the lessons and the series of exercises for teaching
the concepts.
• Give them more opportunity to make the best use of their time
and skills to do more real teaching.

22. Students
• Concretize the syllabus
• Opportunity for individual work in or outside the classroom
• Follow a course of study with little help from teachers.

23. References:
https://www.elcomblus.com/evaluation-of-learning-
materials/?fbclid=IwAR0VUpv1tKEHMekrVxDCjIXuPKNPMJW89VYnXPhtEJyQHK0flR4C9xPae
HY
https://www.elcomblus.com/preparation-and-evaluation-of-instructional-materials-reviewer-and-study-
guide/?fbclid=IwAR1dxh5Bkyw08KNDi2greZFOuAjQAfnaRfGq0sQZA5rUod3Kf2cTAZdWUOg
https://tinyurl.com/2p9py5m2

24. THANK YOU !!