MATERIALS

DESIGN

ACEP HARYUDIN, M.PD

Materials writing is one of the
most characteristic features of
ESP of ESP in practice.
A large amount of the ESP
teacher's time may well be
taken up in writing materials.
 The Reasons
A teacher or institution may wish to provide
teaching materials that will fit the specific
subject area of particular learners.
 Are available, it may not be possible to
buy them because of currency or import
restrictions .
 ESP
materials may also be written for non-
educational reasons
DEFINING OBJECTIVE
a. Materials provide a stimulus to learning,
good materials will, therefore , contain :
➢ Interesting texts.
➢enjoyable actives which engage the
learners thinking capacities .
➢opportunities for learners to use their
existing knowledge and skills.
b. Materials help to organize the teaching
learning process by providing a path
through the complex mass of the
language to be learnt.
c. Materials embody a view of the
nature of language and learning.
d. Materials reflect the nature of the
learning task.
e. Materials can have a very useful
function in broadening the basis of
teacher training, by introducing
teachers to new techniques.
f. Materials provide models of correct
and appropriate language use .
A MATERIAL DESIGN MODEL
 The aim of this particular model is to coherent
framework for the integration of the various aspects of
learning, while at the same time allowing enough room
for creativity and variety to flourish. The model consists
of four elements:

✓ Input
✓ Content focus
✓ Language focus
✓ Task
 INPUT

CONTENT LANGUAGE

TASK
A MATERIALS DESIGN MODEL :
SAMPLE MATERIALS
The starter plays a number of important
roles :

-It creates a context

-It actives the learners’ minds and gets
them thinking
-It arouses the learners already know in
terms of language
-It provides a meaningful context
REFINING THE MODEL
 starter

INPUT

CONTENT LANGUAGE

TASK

Student’s
own project
knowledge Additional
and input
abilities
MATERIALS & THE SYLLABUS
•A model must be able to ensure adequate coverage
through the syllabus.

• Each unit must also relate effectively to the other

units in the course.

• There needs to be a coherence between the unit

structure & the syllabus.
There are 2 types of model that
are used in the materials design
process:

a)Predictive

b)Evaluative
USING THE MODELS : A CASE STUDY
Stage 1: Find Your Text.
Stage 2: Go to the end of the model.
Stage 3: Go back the syllabus.
Stage 4: Decide what language structures,
vocabulary, functions.
Stage 5: Think of the some exercise and
activities to practice the items you
have identified.
Stage 6 : Go back to the input.
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.
Conclusion
 In this chapter we have looked in detail at
one of the most characteristic features of ESP
work: Material writing. We have presented and
shown how to operate a model which put into
practice a learning-centred approach to
materials.