MATERIALSGROUP 9

ELOK ROFIQOH NUGRAHANI

MAYA MASYITAHRIZKY TANTIA CESARIDHA

B-B1 ENGLISH CURRICULUM

MaterialsAfter working on needs analysis, goals and objectives, and tests,

curriculum developers need to work on materials development.

Materials is defined as any systematic description of the

techniques and exercises to be used in classroom teaching.

The key : ensure that they are described and organized well enough so that teachers can use them with

no confusion.

Framework for Materials Design

Approach

Syllabuses

TechniquesExercises

There must be some kind of theoritical motivation underlying any curriculum

development. (Anthony 1963; Richard & Rogers 1982; McKay 1978)

Such motivations is called approaches; ways of defining what the students need

to learn based on assumptions and theoritical positions drawn from

disciplines.e.g classical approach, grammar-

translation approach, direct approach, audiolingual approach, communicative

approach.

Approach

Syllabuses are concerned with the choice necessary to organize the language content of a course or a

program.

The information gathered from needs analysis will help to determine the

direction that a particular syllabus will go.

e.g structural, situational, topical, functional, notional, skills, task or

activity based

Syllabuses

Techniques are ways of presenting language points to students.

Presentation typically includes various combination of interaction between

T&S, S&S, Cassete player&S, etc.

e.g example video tape showing a native speaker describing various commonly encountered objects;

analysis of models of good writing, etc.

Techniques

Exercises are ways of having the students practice the language points

thay have been presented.

Language can be practiced in many ways : L to L, L to T, L to group, L to

class, etc.

Exercises

Types of ExercisesSpeakin

gDialogueTeacher-Student

InteractionPeer feedback

sessionsPair work

Free conversation

WritingBrainstorming

Quick writing

Group writingFree

composition activities

Materials BlueprintA set of guidelines for teachers.Made by gathering teachers’s point of view and information from the previous stages (needs analysis, objectives setting, and testing stages.It can be used as a manual which describe the program and it’s curriculum for teachers.It contains definition of the program, clients to be served, delivery, intensity, content, outcome, and special considerations.

Materials Blueprint Checklist

Background informationOverall curriculum

descriptionA description of a program’s needs

A decription of goals and objectives

Tests description

Materials description

Teaching description

Program evaluation

Units of AnalysisSyllabus design theory has been an active area of investigation within applied linguistics for many years.

The conceptions of the nature of a syllabus are related to the approaches to language and language learning processes to which

the curriculum designers and program participants subscribe.

Under the influence of prescriptive, grammar-based approaches to language learning, syllabuses have tended to be

expressed in more communicative terms.

Scope and Sequence Charts

Closely related to syllabus design is the question of deciding what kind of organizational framework to adopt for

developing materials. The syllabus should be thought out in terms of

units of analysis and then in terms of curriculum scope and sequence.

Some overall curriculum plan that specifies the techniques that will be

used should be developed.Detailed Curriculu

mA formalized lock-step curriculum complete with

lesson plan that detail every minute of classroom plan.

This curriculum may be viewed as stifling / inflexible, because

it is difficult to revise and change.

Informal Curriculu

mA curriculum

that a teacher plans on the spur of the moment.

Highly flexible and easily respond to needs for change.

Gantt DiagramsOne useful technique for

representing the different steps involved in large-scale materials

development and implementation projects is the

Gantt diagram. A Gantt diagram is a two-axis

figure with time divisions labeled across the horizontal

axis and task division down the vertical axis.

Useful for providing

an overview

that can be understood at a glance.

Shows all the tasks involved and the time

frames in which each task must be begun and

completed.

Useful tool for explaining a curriculum

development project to

outsiders, also can help the insiders on schedule.

WHERE DO MATERIALS COME FROM?

ADOPTING

DEVELOPING

ADAPTING

MATERIALS

Working from program goals and objectives, the teacher must address the

essential questions of what the content will be and how

it will be sequenced.

HOW?

TEACHING

MATERIALS

NEEDS ANALYSIS, OBJECTIVE

S, AND TEST

SHOULD PROVIDE

INFORMATION WILL SUFFICE

FOR ANSWERI

NG.

ADOPTING,

DEVELOPING, OR ADAPTIN

G MATERIALS THAT MATCH

THE CONTENT

IS THE NEXT

LOGICAL STEP.

THE SEQUENC

ING OF THAT

CONTENT SHOULD ALSO BE ADDRESS

ED IN THE

PROCESS.

THE PROCESS

ADOPTING MATERIALS

It is necessary to decide what types of materials are desirable.

All available materials of these types should be located.

Review or evaluation procedures must be list down to materials that should be seriously considered.

Strategy for these adopted materials must be set up so they do not become irrelevant.

TYPES OF MATERIALS

BOOKSWORKBOOKS

JOURNALSMAPS

REALIAVIDEO TAPES

TEACHER BOOKS

MAGAZINESPICTURES

CHARTS/GRAPHS

DIAGRAMSCASSETTE

TAPESCOMPUTER SOFTWAREVIDEODISCCOMPUTER

COMBINATIONS

POSSIBLE MEDIA FOR MATERIALS :

LOCATING MATERIALS

Sources of Information

Teachers’

Shelves

“Books Receive

d” sections

of journal

Publishers’

Catalogs

PUBLISHERS’ CATALOGSCatalogs are usually free for the asking. It also produce materials

for other languages. Catalogs are very well organized most of the time, and including lists of relevant publications with brief

descriptions and its price.

PUBLISHERS’ CATALOGSFor this, hands-on examination is necessary. Most publishers

are happy to send us desk copies, which are textbooks, manuals, or workbooks, of

their materials.

“BOOKS RECEIVED” SECTION

It is usually found in many of the well-known language

teaching journals. These are listed near the back of a journal most of the time.

THE TEACHERS’ SHELVESThese shelves within the

program may be full of materials that could prove interesting and useful. Teachers are more likely

to have experience with materials they already own.

EVALUATING MATERIALS

THREE QUALITIES

Strength

Lightness

Transparency

THREE DIMENSIONS

Linguistic

Social

Topical

FOUR COMPONENTS

Occasions for use

Sample of language use

Lexical exploration

Exploration of structural relationships

Five perspectives for materials :

BackgroundFit to curriculum

Physical CharacteristicsLogistical Characteristics

Teachability

Can be made only with the materials physically in hand.

EVALUATING MATERIALS

STEPS

First, the degree of relationship between a set of materials and a particular program can best be

determined by considering the degree to which the materials fit to the

curriculum.

Next, focus on the degree to which the materials match the language needs of

the students in a general way.

EVALUATING MATERIALS

STEPS

Then, the specific language and situation needs of the students

should be considered.

After that, examine any materials that are still in the

running for adoption in terms of their physical characteristics.

EVALUATING MATERIALS

STEPS

Editorial characteristics such as the accuracy of the content, the degree to which the materials edited in a manner consistent with the program’s style, the

degree to which the directions are clear and easy to follow, and

the clarity or clearness of the examples should be considered.

EVALUATING MATERIALS

STEPS

Logistical characteristics such as the price and number of auxiliary

parts that are required, the availability of the materials, time

that it will take to ship them should be considered.

Last, the teachability of the materials should also be appraised.

EVALUATING MATERIALS

Teachers can keep notes on students reactions to the materials as teachers use

them.

This review might take the form of a yearly straw count of how many teachers want to continue using the same

texts, or more involved series of meetings.

ONGOING REVIEW OF MATERIALS

With the help of and ideas of a number of people

within a program, especially the teachers, materials can

be developed that will create the best possible

match between materials and the curriculum.

DEVELOPING MATERIALS

CREATING PHASE•Find teachers who are willing to work on materials.•Identify a pool of materials developers provided with copies of all relevant documents.

•Divide the labor to pull all the materials developers weight in the project.•Use peer pressure that can be a wonderful curriculum tool.

•Use a modular system to enhanced the working arrangement by developing the materials modules separately by different groups.

TEACHING PHASE•The original developers can be involved in the field testing along with one teacher who was not involved in the original development process.

•Revision should be made, with input from all teachers who may ultimately use the materials.

EVALUATING PHASE• It might be

worthwhile to consider sending the materials to a publisher.

• Remember that materials are never finished so provisions should be made for ongoing materials development.

Four steps for finding and evaluating materials plus

several distinctive features:

AnalyzingClassifying

Filling the gapsReorganizing

ADAPTING MATERIALS

ADAPTING MATERIALS

ANALYZING CLASSIFYING

FILL THE BLANKS REORGANIZING

Use any logical classes of objectives

List places in materials

Leave blanks where

supplemental materials are

needed

Complete the list

Reorganize

From other materials

From created materials

Teachers as resources

Resource file

Matches to current objectives

Mismatches to current objectives

Percentage of objectives

Percent of existing matches

Decide which materials to adapt

THANK YOU