MATERIALS DEVELOPMENT

1. MATERIALSDEVELOPMENT By : Sahadadi Mulyana Jakarta, March 2006

2. Teacher Learner Material Theory of Learning and teaching(Tomlinson & Masuhara, 2004)

3. Learners - succed : positive, relaxed, enjoyable experience • Teachers - teach successfully: can gain enjoyment themselves from the materials they are using • Materials - connect the learning experiences in the classroom to their own lives outside it - engage the emotions of the learner.

4. Definition of teaching material • They are the information, equipment and text for instructors that are required for planning and review upon training implementation. Text and training equipment are included in teaching material. (Anonym dalam Website)

5. Bahan ajar adalah segala bentuk bahan yang digunakan untuk membantu guru/instruktur dalam melaksanakan kegiatan belajar mengajar di kelas. Bahan yang dimaksud bisa berupa bahan tertulis maupun bahan tidak tertulis. (National Center for Vocational Education Research Ltd/National Center for Competency Based Training)

6. Bahan ajar merupakan informasi, alat dan teks yang diperlukan guru/instruktur untuk perencanaan dan penelaahan implementasi pembelajaran. • Bahan ajar adalah seperangkat materi yang disusun secara sistematis baik terulis maupun tidak sehingga tercipta lingkungan/suasana yang memungkinkan siswa untuk belajar. (Bahan diklat untuk materi” Bahan Ajar SMA”)

7. Bentuk Bahan Ajar • Bahan Cetak (hand out, buku, modul, LKS, brosur, leaflet, wallchart,…) • Audio Visual (video/film, VCD, …) • Audio ( radio, kaset, CD/DVD, PH, …) • Visual ( foto, gambar, model/maket, ….) • Multi media ( CD interaktif, Computer based)

8. Role and Design of Materials • Roles for materials • Presentation of language models, as in PPP (presentation, practice, production) • A source of activities for learner practice and communicative interaction • Reference source, e.g., for grammar rules, vocabularies, pronunciation • A syllabus – what to teach and when • Support for less experienced Ts

9. Kinds of materials • Authentic materials • Created/artificial materials

10. Authentic Materials • “texts, photographs, … • that were not specifically designed for pedagogical purposes. • authentic language • reflect real-world

11. Created Materials • specifically developed for teaching purposes

12. Authentic (+) • provide realistic practice for Ss - closely to the learner’s need • offer models of real language • link classroom to the outside world - authentic cultural information about the target culture

13. Authentic (-) • too difficult, little comprehensible input (may be beyond the learner’s ability) • Ss may feel frustrated, lose confidence

14. Created Materials (+) • More comprehensible • Tailored to specific level of Ss • Tailored to specific pedagogic purposes, e.g., to highlight past perfect tense

15. Created Materials (-) • the language used may be artificial • comprehension may actually fall, as clues are removed in simplification • Ss feel unrealistically confident

16. Textbooks (+ & -) • + Provide structure and a syllabus for a programm • + Standardize teaching • + Save Ts time • + Provide good language models • + Visually appealing • + Support new Ts • - Cost more • - inauthentic language • - not Ss needs, designed for a broad audience, not specific Ss • - Deskill Ts reflect • - less flexible

17. Stages of Material design Materials Evaluation Materials Adaption Materials Writing

18. Textbook Evaluation • Does it fits Ts’ needs, teaching approach? • Does it fit school’s objectives? exams? • What other materials accompany the textbook, e.g., Ts’ book, CD, test item bank? Does this fit school? • Cost? Durability? • Visual appeal? Are topics of interest?

19. What is materials evaluation? • Involves measuring the value or potential value of a set of learning materials • Makes judgments about the effect of the materials on the people using • the appeal of the materials to the learners (Are the materials attractive? • the validity of materials • the ability of the materials to interest the learners and the teachers • the ability of the materials to motivate the learners

20. Types of Evaluation • Pre-Use Evaluation: making predictions about the potential value of materials for their users. • Whilst-Use Evaluation:measuring the value of materials whilst using them or whilst observing them being used. • Post-Use Evaluation: measuring the factual effects of the materials on the users.

21. Conducting Materials Evaluation • Select one of the books you decided could be used as a textbook • Do a pre-use evaluation as group work. • Report the results

22. Adapting Textbooks • Compromise between sole reliance on textbooks and developing your own • Add or delete content • Change order or omit a lesson/unit • Modify tasks, e.g., add a pre-task, provide extra explanation • Ts can collaborate on bank of supplementary materials

23. What is materials adaptation? Materials adaptation involves changing existing materials so that they become more suitable for specific learners, teachers or situation.

24. Reasons for Adapting Materials • Mismatch between materials and teaching environment • Mismatch between learning style implied by materials and learning style of most learners in the class • Mismatch between instructions in materials and teacher’s own personality, beliefs, teaching style • Mismatch between course objectives and focus of book

25. Practice • Look again at some of the materials that had some good parts or features. • How could you adapt them for a particular class? (Work in groups.) • Report to class on what you discussed.

26. Creating Your Own Materials • Can just be one lesson • Materials more relevant to Ss • Develops Ts’ skill and understanding • Promotes greater thought about the learning process • Boosts Ts’ reputation and self-esteem

27. Materials Writing • What reasons might you have for writing materials? Activity: Make a list of reasons, scenarios that would prompt you to consider writing materials

28. To write or not to write • What are some reasons for producing your own materials? • What are some reasons for not doing it?

29. Preparing for materials development • Text-based framework recommended, so first step is text collection • Collect or create written or spoken texts with a variety of purposes • Principles for text selection: • Texts should engage students cognitively and effectively

30. Text types: Classification by purpose • Narratives – tell a story, • Recounts – tell what happened • Factual recounts • Personal recounts • Instructions – tell how to do something • Explanations – tell how or why something works the way it does • Information reports – organise and classify information; present it so that it is easy to understand • Expositions – state an opinion and try to convince the audience to agree

31. Structure & Language Features of Each Text Type • Narratives • Structure: Setting & characters, complication, climax, resolution • Language features: past tense, adverbials of time, place and manner, direct speech • Recounts (factual) • Structure: usually follows chronological order, except for newspaper articles, which give main event first and then add details • Language features: past tense, adverbials of time and place, may use passive, indirect speech common, third person pronouns. • Recounts (personal) • Structure: orientation, details (usually in chronological order, re-orientation and personal comment • Language features: past tense, adverbials of time, place and manner, indirect speech likely, 1st (and some 3rd) person pronouns

32. Structure & Language Features of Each Text Type (cont.) • Instructions • Structure: Materials or ingredients; procedure in sequenced steps • Language features: minor sentences in materials or ingredients section, imperatives in procedure section, quantifiers, adverbs of sequence • Explanations • Structure: Procedure described in sequenced steps • Language features: passive voice often used, adverbs of sequence, may contain verbs and conjunctions indicating cause & effect • Information reports • Structure: Often contains charts, lists, diagrams. May have few major sentences. • Language features: many relational verbs (be, become, include). Major sentences tend to be in the present tense (unless the information is historical)

33. Structure & Language Features of Each Text Type (cont.) • Exposition • Structure: Two common structures are found: • State position, give evidence, conclude by restating position • State counterclaim, give reasons why it is not valid, state speaker/writer’s own position. • Language features: modals, cause-effect conjunctions, conditionals, many first and second person pronouns, rhetorical questions.

34. Practice • Select from materials provided • Create 2 or 3 activities using the text that could be used in one lesson • Be sure that your objectives are clear

35. Managing a materials writing project • Summarize what you have read. • Discuss factors you would need to consider in your location if you decided to initiate a materials writing project

36. CALL & Multimedia Materials • Advantages and disadvantages • Selection • Look at samples • What are the good and bad features of each?

37. Do it yourself? • Making your own ? . . .Watch demo..\Specialist course in IT\History\English.exe • Web-based materials • A wonderful source of authentic texts – spoken and written • Notes on making recordings

38. Review • We’ve talked about: • Selecting materials • Reasons for adapting materials • Principles in adapting materials • Reasons for creating materials • Principles in creating materials • Using multimedia materials • Using web-based materials

39. Materials Development Process • Project specifications, • Particularly starting points, components, distinguishing features, balance of skills, syllabus type, length of units, time per lesson • Springboard, 1998, Oxford University Press

40. Cakupan bahan ajar • Judul, Mata Pelajaran/mata Diklat, Standar Kompetensi, indikator • Petunjuk belajar • Kompetensi yang akan dicapai • Informasi pendukung • Latihan-latihan • Petunjuk kerja • Penilaian

41. Standar Kompetensi judul KD judul judul Contoh penyusunan peta bahan ajar menurut kurikulum 2004

42. SK KD Indikator Materi pokok Bahan ajar Pengalaman belajar Contoh alur analisis penyusunan bahan ajar menurut kurikulum 2004

43. LKS • Definisi • Lembar kegiatan siswa (student worksheet) adalah lembaran-lembaran yang berisi tugas untuk dikerjakan siswa • LKS berisi petunjuk, langkah-langkah untuk menyelesaikan sebuah tugas. • LKS sebaiknya bukan semata-mata sebuah latihan tetapi harus bisa membimbing siswa melakukan kreasi dan refleksi

44. Contoh langkah-langkah penyusunan LKS menurut kurikulum 2004 • Melakukan analisa kurikulum, SK, KD, Indikator, dan Materi Pokok • Menyusun peta Kebutuhan LKS • Menentukan judul LKS • Menulis LKS • Menentukan alat Penilaian

45. Struktur LKS secara umum menurut kurikulum 2004 • Judul, Mata Pelajaran, Semester, • Petunjuk belajar • Kompetensi yang akan dicapai • Indikator • Informasi pendukung • Tugas-tugas dan langkah kerja • Penilaian