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BAB XI Material Development
BAB XI Material Development
2120203879102009
MATERIAL DEVELOPMENT
Effective materials in language teaching are shaped by consideration some factors including
the teachers, learners and contextual variables. Whatever materials used by teachers, they generally
serve as the basis for much language input that the learners obtain and the language practice that
occur in the classroom. Generally, teachers tend to use all guidance provided by a
textbook.However, it is a fact that a textbook does not always meet the variety conditions in a
language class61. They often rely on that they are capable of writing worthy materials themselves.
Nevertheless, all teachers are materials developers when they are involved in corresponding
materials to the learners’ needs. Here, some guides to help teachers to develop materials in order to
make successful selections and adaptations, and as a basis for developing their materials.
5. Second language learners need to develop the ability to deal with written as well as
spoken genre
6. Effective teaching materials foster learner autonomy
7. Materials need to be flexible enough to cater to individual and contextual differences
8. Learning needs to engage learners both affectively and cognitively
C. Types and Characteristic of Teaching Materials
When a school is planning a language teaching program the plans regarding the role
of materials will be made. Most of people associate the term teaching materials only with
course books. However, according to Tomlinson, teaching mateerials refer to anything which
is used by teachers or learners to facilitate the learning of language. Related to the
explanation above, we can divide the materials into some types as follows:
1. Printed materials, for example textbook, student’s worksheet, pictures, photographs,
newspapers, magazines, etc.
2. Audio materials, for example cassette and compact disc.
3. Audio visual, for example video compact disc, film.
4. Interactive teaching materials, for example web based learning materials, computer
assisted instruction.
Moreover, the teaching materials can be also categorized whether they are authentic or
created.
1. Authentic Materials Authentic or learner-contextualized, materials is print materials
used in ways that they would be used in the lives of learners outside of their education
classes. For example the use in teaching of text, photographs, and other teaching
resources that are not especially prepared for pedagogical purposes. There are some
strengths and limitations of authentic materials.
D. Developing Materials
There are many ways in developing materials. Some models of developing
instructional materials are proposed by experts of instructional design.According to
Tomlinson, there are seven steps in the process of materials writing. The steps are
identification of need for materials, exploration of need, contextual realization of materials,
pedagogical realization of materials, production of materials, student use of materials,
evaluation of materials against agreed objectives.
In addition, Jack C Richards points out that curriculum development processes in
language teaching comprise needs analysis, goal setting, syllabus design, methodology,
testing and evaluation.
Dick and Carey propose a model of instructional design which is called a systematic
instructional design. They offer ten steps i.e. identifying instructional goals, conducting
instructional analysis, identifying characteristics of the students, writing performance
objectives, developing test-items, developing instructional strategies, developing
instructional materials, conducting formative evaluation, revising instructional materials and
conducting summative evaluation.
Similarly, Finney describes a framework of instructional materials development
consisting of four stages of decision making. The stages are curriculum planning,
ends/means specification, program implementation, and implementation in the classroom.
She, however, believes that evaluation is not a stage in itself, but as necessary and integral
part of each and all of the stages already mentioned.
All models might be applicable and well employed in developing language
instructional materials. However, it is possible to make some modifications in the model of
syllabus/materials development to suit particular instructional needs, purposes, and
available resources.
Materials exist in order to support learning and teaching, so they should be designed
to suit the people and the processes involved. Most teachers are not creators of teaching
materials but providers of good materials. For that purpose, teachers may conduct materials
evaluation and adaptation in order that they can provide good materials for their students.
1. Evaluating Materials
Evaluation is an intrinsic part of teaching and learning. The activity in evaluating
materials involves measuring the value (or potential value) of a set of learning materials
by making judgments about the effect of the materials on the people using them. It tries
to measure, for example:
c. evaluating
d. listing objectives
e. adapting
f. teaching
g. revising
In addition, the various techniques of adapting materials can be divided into three
main categories in term of quantity:
Tomlinson and Masuhara suggest that the most effective way of conducting a
material adaptation is to:
1. Have a large bank of categorized materials that you can
2. Readily retrieve for adaptation.
3. Have colleagues with whom you can share resources and who
4. Are willing to go through the adaptation process together.
5. Have colleagues who are happy to give you feedback on your adapted materials.
6. Be in an environment in which materials evaluation, adaptation and development
are encouraged and teachers’ time and efforts are acknowledged.
7. Revisit adapted materials and improve them.