MATERIAL DESIGN FRAMEWORK

There are some considerations before starting to develop materials.(Brown, Danielson,

Abrutyn, Stryker, & Leaver, 1998) Approaches and syllabuses must be considered at the very
first place as program’s universal orientation before actually begin in adopting, developing,
adapting materials, or even combining three of them. However, the objectives of the program
orientation will influence the consideration that have to be made in developing and implementing
materials. Therefore, regarding on this issue, the author will discuss around the major teaching
activities including approach, design, and procedure.

A. Approach
Approach refers to what students’ need to learn based on assumptions and theoretical
position drawn from disciplines as diverse as linguistics, psychology, and education.
Also, approach can be defined as what teachers beliefs about the teaching, so that they
can decide the best learning method. Especially in language learning, approach is a
collection of related beliefs regarding on the nature of language in education. A method is
clear but impractical. It describes the characteristics of the subject substance to be
instructed. Approach can be divided into two primary aspects such as, theory and
language and theory of teaching.

1. Theory of Language
a. Structural View
The structural view treats language as a system of structurally related elements to
code meaning. Another definition, language learning is mastering structural
elements in the target language. According to the structure view, humans learn
better when language features are broken down into subunits (such as words,
phrases, syntax, and so on). As a result, this perspective asserts that proficiency in
grammatical, phonological, and other elements can assist in the development of
language learning.

b. Functional View
 According to functional view, language is a vehicle for the expression of
functional meaning. This theory emphasizes the communicative dimension and
semantic rather than merely the grammatical structure of language. In relation to
language syllabus design, a syllabus should include not only elements of grammar
and lexis but also specify the topics, notion, and concept the learner need to
communicate about. Therefore, students not only focus on the structure when
learning language but also they have to know how the language use in term of
communication.

c. Interactional View
According to interactional view, language as a vehicle for the accomplishment of
social interaction and intercultural human engagement. Language is a tool for
maintenance of social relations. Some areas in the development of interactinal
approach to languange teaching interaction analysis, conversation analysis, and
etnhometodology. This point of view focus on how the learners can use language
to interact with others cause it is imposible to mastery the language if they do not
use the language in interaction. This viewpoint regards interaction as a
"collaborative activity" of a triangular relationship between the sender, the
receiver, and the situation's context. Whether it involves a face-to-face interaction
or a form of written interaction, effective interaction Not only does it need a
shared understanding of the world and a reference to a common exterior
framework of communication, but it also necessitates the creation of a shared
interior context or "sphere of inter-subjectivity" through the combined efforts of
the interactional partners. As a result, the interactional viewpoint regards language
as a tool for establishing human relationships.

2. Theory of Teaching
a. Behaviorism
Language learning, according to behaviorists, is the acquisition of a set of appropriate
language habits. Individual behavior can be influenced by environmental stimuli.
 Knowledge can be thought of as a collection of organized associations between
stimuli and responses. Indeed, behaviorism theory can be drawn as
Stimulus → Response → Reinforcement. In learning process by drilling, exercise
and repetition.

b. Nativism
According to nativist theories, language is an intrinsic essential component of our
genetic make-up, and language acquisition happens naturally as part of the human
experience. This innate ability is generally recognized as a language acquisition
device (LAD). Based on nativist theories, Children are given an inherent capacity to
learn languages, where by the age of three, they can absorb and grasp the grammar of
their native language. However, nativist researchers believe in a crucial phase of
development, a specified time frame during which environmental experience is
essential to trigger a congenital characteristic.

c. Constructivism
Humans create knowledge, according to constructivist theory, through the interaction
of their experiences and ideas. It holds that students arrive at meaning by choosing
information and constructing what they know. The constructivist viewpoint holds that
an independent reality exists outside of the individual's mental world and that mental
concepts and schemes emerge from the interaction of the mind's constructive powers
and the independence of the external world. This viewpoint is based on the
assumption that External actuality can indeed be directly observed and thus critically
analyzed. Hypothesis must be evaluated before they can be accepted, rejected,
integrated, or refined. This constructivist perspective has a significant impact on how
people perceive and approach learning. As a result, constructivists argue that language
is learned through interaction with the environment and the construction of
experience and ideas.

B. Design
Learning design, also known as instructional design, is the process of creating effective
and efficient learning experiences or educational materials. It involves a systematic
approach to planning, developing, and delivering learning content to achieve specific
learning objectives. Learning design refers to the framework that facilitates learning
experiences. It refers to deliberate choices on what to educate, when to educate, where to
educate, and how to educate. The program's material, establishment, timetabling,
instructional methods, learning organizational form, type and number of evaluations, and
technology that used in facilitating student must all be determined.

1. Objectives
Learning objectives (also known as learning outcomes) are essential for effective
learning. They help to articulate what students should be able to do as a result of the
instruction and consequently aid in designing more effective instruction planning,
activities, and assessments. According to Bloom, Engelhart, Furst, Hill, and
Krathwohl, the learning objectives are the skills and abilities that students are
expected to master and demonstrate. What a method aims to achieve is determined by
various theories of language and language learning.
A basic formula for creating a learning objective is:
Students will be able to + Action (verb) + Skill/Knowledge/ability
Example:
 Students will be able to introduce his/her self
 Students will be able to introduce someone

2. Syllabus Model
Syllabus design is seen as being concerned essentially with the selection and grading
of content. A syllabus is a structured document that outlines the content, objectives,
policies, and expectations for a particular course or educational program. It serves as
a roadmap or guide for both instructors and students, providing essential information
about what will be covered during the course and how it will be conducted. A
syllabus, on the other hand, may describe the relationships between course goals,
judgements, material, and instructional practice in encouraging learners through their
 learning. In language teaching situations, there are numerous sorts of language
syllabus, including grammatical syllabus, situational syllabus, notional syllabus, task-
based syllabus, skill-based syllabus, and content-based syllabus. Genre-based
curriculum is commonly utilized in Indonesia.

3. Activity Types
A learning activity is a planned and structured task or experience designed to
facilitate learning and help learners acquire knowledge, skills, attitudes, or
competencies. Learning activities are an essential part of the teaching and learning
process, as they engage students and provide opportunities for active learning,
practice, and reinforcement of concepts. These activities can vary widely in format
and purpose, depending on the learning objectives and the subject matter. Common
learning activities include group discussions, storytelling, role playing, presentations,
debates, and so on.

C. Method
Methods are the general procedures used to help students achieve learning goals, whereas
activities are the diverse ways in which these methods are put into action. Teaching
approaches aid students in learning course material. In other side, Learning methods are
strategies, techniques, or approaches that individuals use to acquire new knowledge,
skills, or competencies. These methods can vary depending on the learner's preferences,
the subject matter, and the learning context.
1. Learner Roles
Effective cooperation and participation of learners is required for successful
English learning. There are some terms in language learning that refer to learner
roles.:
a. Learners plan their own language learning program in order to
acceptresponsibility.
b. Students track and evaluate their own progress.
c. In a group, learners learn about one another.
d. In a group setting, students teach one another.
 e. Learners gain knowledge from the teacher, their peers, and other sources.

2. Teacher Roles
The primary responsibility of a teacher is to provide classroom instruction that aids
students in learning. There are various types of teacher roles, according to Richards
and Rodgers such as:
a. In terms of function, the teacher serves as a director, counselor, instructor, and so
on.
b. In the classroom, the teacher exerts control over the learning process to varying
degrees.
c. The extent to which the teacher is responsible for determining what is taught.
d. The interaction patterns that emerge between the teacher and the students.

3. Role of Materials
The objectives, form, associations to other sources of input, and teachers' abilities all
influence the role of instructional materials within a method. Teaching and learning
materials can also add structure to lesson planning and instruction delivery. Both the
teacher and the learner can use learning materials as a guide. They can be an
important routine in the teaching and learning process. Materials will involve
different kinds of texts and different media, which the learners can use to develop
their competence through a variety of different activities and tasks. There are several
roles of materials include:
a. Materials will allow learners to progress at their own rates of learning
b. Materials will allow for different styles of learning
c. Materials will provide opportunities for independent study and use
d. Materials will provide opportunities for self-evaluation and progress in learning.

D. Procedure
Harmer defines procedures as “an ordered set of techniques.” They are the detailed
instructions for carrying out a method. A common procedure in the grammar translation
method, for example, is to begin by explaining grammar rules and exemplifying these
rules through sentences that students must then translate into their mother tongue. A
procedure, according to Harmer, is "smaller than a method and larger than a technique."
At the level of procedure, we are concerned with how the activities are integrated
into lessons and used as the basis for teaching and learning. There are three dimmensions
to a method at the level of procedures:
a. The use of teaching activities to present new language and to clarify and demonstrate
formal, communicative, or other aspects of the target language
b. The ways in which particular teaching activities are used for practicing language
c. The procedures and techniques used in giving feedback to learners concerning the
form oor content of their utterances or sentences.
Essentially, the procedure focuses on the way a method handles the presentation,
practice, and feedback phases of teaching.
MATERIAL SOURCES

Materials are emphasized as an important component in teaching programs. Many

teachers develop their own teaching materials. Finding, selecting, assessing, customizing,
and creating teaching materials require significant effort on the part of the teaching and
learning process. Despite the meticulous design of the materials, many methods of
instruction will be required. In some cases, a textbook presents the subject in a way that
does not reflect classroom realities or students' current needs. The teacher must now
decide what to change, eliminate, add, or expand.

The significance of materials in language teaching and learning is widely

recognized. As other authors have stated, teaching materials are created in response to the
needs of the classroom. Many studies on authoring teaching material currently focus on

designing learning objects. For example, in ELT classroom in SMAN 4 Kendari, a learning
object could be a multimedia module designed to teach a specific grammar point, such as
the present perfect tense. This module might include a video demonstrating the usage of the
tense, interactive exercises for students to practice, and a quiz for assessment. In the
educational welding, a learning object is defined as any type of material that can be reused
in teaching, such as a lesson plan, video, or section of program code, or it can be any
digital or non-digital object used or reused for technical support of learning. For instance,
in an ELT classroom of SMAN 4 Kendari, a teacher might create a lesson plan for teaching
a specific grammar point, such as reported speech. This lesson plan can then be shared and
reused by other educators, adapting it to their students' needs.

The teacher must be aware of the type of material that will be delivered to students.
Teachers must recognize the importance of appropriate resources and teaching approaches
in the learning process. The need analysis, objectives, and testing

must all provide information to answer these questions

 The next logical step, according to Brown J.D., is to adopt, develop, or adapt
material that corresponds to that content.

A. Adopting material

The term "adopting material" typically refers to the process of selecting and
incorporating specific educational materials, such as textbooks, software, or other
resources, into a curriculum or educational program. The act of adoption involves
deciding to use these materials as part of the official course content. Material adoption
is harder than it seems. The steps are:

o Deciding on types of material.

- Based on many different approaches

- Organized in different syllabuses

- Presented on media

- Another program can be afforded by the teacher

In an English Language Teaching (ELT) classroom, the process of

adopting materials involves selecting a suitable textbook to support the
curriculum. For example, a group of teacher in Kendari might follow these
steps to adopt a new textbook: First, they conduct a needs analysis to
understand the language proficiency levels, goals, and learning styles of their
students. Based on the results, they set objectives for their courses, aiming to
improve students' conversational skills and grammar comprehension. Then,
they evaluate various textbooks on the market, considering factors such as
 content, level of difficulty, supplementary resources, and alignment with their
objectives. After careful consideration, they decide to adopt a specific
textbook that they believe best meets their students' needs and aligns with
their teaching goals. This adopted material becomes the core resource for
their ELT program, and they design their lessons around it, incorporating
exercises and activities from the textbook to achieve their stated objectives.

o Locating material

"Locating material" typically refers to information or documents that

help individuals or organizations find specific items or information. Material
types are organized according to the topic that create internal cohesion for the
materials. Topics may be based on the requirements of the students, general
interest, or other topics. After selecting a topic, the materials writer collects or
generates relevant texts and assignments.

Three sources in finding topic of materials that might suitable:

1. Publishers’ catalogs

2. “Book Received” sections of journals, and

3. Teachers’ shelves.

o Evaluating material

The firsthand examination will eventually be necessary to determine the

suitability of the materials for a particular program. Therefore, a firsthand
review of materials is the most personal and thorough method for evaluating
them. Stevick suggested that materials should be evaluated in terms of
qualities, dimensions and components as follows:
Three qualities : Strenght, lightness, transparency (as opposed to
weakness, heaviness, opacity.
 Three dimensions : linguistic, social, topical

Four components : Occasions for use, sample of language use,

lexical exploration, exploration of structural
relationships.

According to Tomlison, B., material evaluation is a procedure that

involves determining the worth (or potential worth) of a set of learning
materials. It entails making decisions about the impact of materials on the
people who use them. For example, considering a scenario where English
teachers are evaluating a set of English language textbooks for intermediate-
level students. They analyze the textbooks to determine if they align with the
curriculum objectives and the students' language proficiency levels. They may
examine factors like the content, exercises, and activities in the books to ensure
they are engaging and relevant. Additionally, the teacher may consider how well
the materials promote communicative language skills and cultural sensitivity.
By conducting this evaluation, the teacher can make informed decisions about
which textbooks are most likely to have a positive impact on the students'
language learning experience, ultimately enhancing the quality of instruction in
the ELT classroom.

According to the opinions of the experts mentioned above, once we

have the material in hand, the next step is to evaluate it so that we can
determine the results of what we provide. An evaluation makes conclusions
regarding the materials' impacts while concentrating on the users of the items.
No matter how organized, scientific, and criterion-referenced an evaluation is,
it will basically be subjective.

o Ongoing review of materials

The materials must be regularly reviewed so that they do not become out of date
with regard to the specific curriculum involved.
B. Developing Materials

Tomlinson discussed the principle of second language acquisition, which

the author believes SLA researchers would agree is relevant to the development
of materials for language teaching. Some of these tenets are summarized below:

• Materials should have an impact (through novelty, variety, attractive

presentation and appealing content)

• Materials should make students feel at ease (.e.g., through the use of white
space to prevent clutter and the use of texts and illustrations which they can
relate to their own culture, through a supportive approach which is not always
testing them and through the use of a personal voice)Materials should help the
learners

to developed confidence.

• What is taught should be perceived as relevant and useful by learners.

• Material should necessitate and facilitate learner self-investment.

• Learners must be prepared to learn the points being taught.

• Materials should expose learners to language in authentic use.

• Learners' attention should be drawn to linguistic features of the input.

• Materials should provide learners with opportunities to use the target language
for communicative purposes.

• Materials should take into account that learners' affective attitudes differ.

Materials should maximize learning potential by encouraging intellectual,

aesthetic, and emotional involvement, which stimulates both right and left
brain activities.
 • Materials should include opportunities for feedback on outcomes.

Much has been stated in this framework about needs assessments, goals and
objectives, and exams. If the tentative needs, goals, and tests accurately
characterize a program, and if no matter how hard individuals try, they cannot
locate the appropriate teaching materials for those aims, it may be required to
consider creating them from scratch. With the assistance and ideas of a number of
program participants, notably the teachers, materials can be created that
correspond as closely as possible to the curriculum in issue.

C. Adapting Material

It's common to think of adaptation as a fairly formal process in which a

teacher determines that an exercise, for example, needs to be changed and then
writes up a revised version for the class. It is not necessary to record or
permanently modify adapted data. It can be quite fleeting: for example, when a
teacher rewords and thus adapts a textbook explanation of a language point that a
student has not yet understood, we might consider the response to a student's
learning behavior at that precise moment.
 "The good teacher is constantly adapting," write Madsen and Bowen. When he
adds an example not found in the book, he adapts. He adapts even when referring to
an earlier exercise or introducing a supplementary image. While a conscientious
author tries to anticipate questions from his readers, a teacher can respond not only to
verbal questions but even to his students' raised eyebrows.

Textbooks play an important role in the curriculum for all practicing teachers.
Many teachers believe that textbooks are the heart of teaching centers, but there is
much debate about the actual role of materials in those textbooks. Adaptation is
required in this context. Now we'll look at the perspectives of some experts.

According to Block, despite the bountiful harvest of ELT materials provided in

recent decades, published materials do not always provide the type of texts and

activities that a teacher is looking for in a given class. For instance, if the instructur is
teaching students in Mandala Waluya Kendari, the standard ELT textbooks might not
offer specific vocabulary and scenarios. In such cases, the instructur may need to
develop or customize their teaching materials to cater to the unique needs and goals of
their students, creating specialized content, role plays, or case studies relevant to the
students' field of work. This customization allows for a more tailored and effective
learning experience, highlighting the importance of adaptability in ELT.

According to G. White, published materials of any kind must cater to a very

broad range of possible users, which means they cannot directly address any

individual student or group of students. Although teaching materials may be

internally consistent, they may not be completely applicable in context. Alternatively,
they may be largely appropriate while also displaying signs of an inconsistent
organization. With an emphasis on materials, teachers must meet the demands of the
textbook while also satisfying those who learn from it.

We may infer from the opinions of the experts who have been listed above that
it is unquestionably rare to be utilized without modification to make them more
appropriate for specific situations in which they are used. However, there are
 benefits and drawbacks to modifying materials. Therefore, when changing their

materials, teachers need to have the necessary experience to recognize which

components are being overlooked or not sufficiently addressed.

Example of Material Design

In designing materials for students, there are some factors that writer should consider
such as topic should reflect to needs of learners, general interest, other content area such as
science, geography, etc. It has function for making students engage with the materials. In
designing material, the first thing that writer should do is selecting a topic, then the writer will
collect and create a text and task around the topic. The topic will be explained in form of
complex sentence with a clear explanation. The writer should ensure each unit should be well-
organized and well-structured. It is well organized if the topic sequence with the next topic. The
teaching materials should be contextualized. It means that the language that will serve in material
can be applied in daily activity.

There are four stages when designing materials, such as identifying in broad thematic
terms the learners' areas of interest, identifying a series of communication situations related to
that theme and link them to form an action sequence, selecting or devising materials appropriate
to the situations in the action sequence, and selecting language points to focus on from the
materials. Furthermore, in designing material there are eight steps such as selecting a topic,
collecting data, determining what learners will need to do in relation to the texts, creating
pedagogical activities/procedures, analyzing text to determine language elements, creating
activities focusing on language elements, creating activities focusing on learning skills/strategies,
and creating application tasks. It is clear that teachers should ensure that the material are relevant
to both international and local events. It should be topical, current, and of high interest, as well as
include the task. As a result, designing material should be based on what students require and
should reflect their surroundings.

In developing materials for any aspect of language learning, the beliefs of materials’
developer about teaching and learning will have a major impact on materials' design, since it will
play a role in determining the goals the writer sets for the materials, the focus of the materials
themselves, and the activities they make use of.1 Particularly, in Kurikulum Merdeka, the first
thing that the teachers should do is determining the flow of learning objective (Alur Tujuan
Pembelajaran). It includes identifying essential English language skills, such as reading, writing,
listening, and speaking, to ensure students become proficient in these areas. Second, developing
indicators of learning objectives (Indikator Ketercapaian Tujuan Pembelajaran). Here, the
teachers should create specific, measurable objectives that outline what students should achieve
in terms of English language proficiency, such as comprehension, essay writing, and effective
communication. Third, selecting materials and resources. In this third step, teachers should
choose appropriate materials, such as textbooks, online resources, videos, and audio, that align

1
with the learning objectives and are engaging and suitable for students' proficiency levels. Then,
after that the teachers implement active learning. Teachers should foster a student-centered
learning environment that encourages active participation, collaboration, problem-solving,
discussions, and critical thinking to enhance their English language skills.

Moreover, there are several steps in designing material, such as determining the target
audience, identifying the learning objectives, developing indicators of learning objectives,
selecting the appropriate teaching methods, choosing the appropriate learning resources,
developing the materials, testing the materials, revising the materials, then the last steps, of
course, implementing the materials. It is clear that designing material is an essential aspect of
English Language Teaching (ELT) programs. The materials act as a guide, helping both teachers
and students navigate the complexities of language learning. When crafting these materials,
student and teachers need to make decisions, choices, and explain why they have made those
choices to ensure successful language instruction.

Example material development projects:

This material relates to the syllabus and students’ book of grade VII in Junior High
School.2

Introduce one’s self.

Indicators of Learning Objective

2
By the end of learning process using the TPACK (Technological Pedagogical Content
Knowledge) approach through Problem-Based Learning model, it is expected that students will
be able to:

1. Analyze the expression for introducing self

2. Demonstrate the ability to introduce themselves.

In this section, the teacher will try to trigger the students’ knowledge about what they
usually say when they want to introduce themselves. Teacher asks their students to write it down
on their book. For example, students start with writing name, their origin, age and so on.

After doing the first section, teachers will play the audio with a boy is introducing
himself. Then, ask the students to practice that boy’s introduction. Lastly, students are asked to
write the identity of that boy.

After listening section, it’s time to speak. Students need to write their identity just like
what they have done in the previous section.

Moreover, students will practice introducing themselves and try to introduce themselves in front
of the class.
 In this section, teachers provide several expressions of asking and giving information
about someone’s identity. Have a look at the table below!

What is your
name?

My name is
Nina.
Where are you
from?

I am from Kendari,
South East Sulawesi
that has MTQ Tower