DEVELOPING TEACHING AND LEARNING

MATERIALS
1. ERNAL A L APIGA
2. ELVITA ADEL AIDE
3. M. FIKRI BASKARA
4. KARTIKA QIYARA WANGI
5. ISTINGATUN MAHFIROH
 DEVELOPING MATERIALS
Planning process by which a teacher create units and lessons
within their units to carry out the goals and objectives of the
goals. It is the process of making the syllabus more specific.
 THE SCOPE OF MATERIALS DEVELOPMENT
Materials development means creating, choosing or adapting, and
organizing materials and activities so that the students can achieve
the objectives and goals of the course.
One might say that materials are what teacher uses, while techniques and
activities are how she used them. But the difference between them are blurred.
Part of the blurring of boundaries stems come from the different ways which one
can conceptualize context for example as a skill, the materials of learning write will
include activities as necessity.
The materials which developed are influenced by teacher’s belief and
understanding about teaching and learning languages.
 So, the process of materials development involves deciding how to put the
teaching principles into practice.
 CONSIDER IMPORTANT THINGS IN
DEVELOPING MATERIALS
Consider the needs of students related to housing, if they don’t have immediate
needs related to housing then consider goals for your course.
Your view of how students learn and what you think their role and yours should
be in the classroom.
 CONSIDERATION IN ORGANIZING ACTIVITIES
1. Activities should drawn on what students know.
2. Activities should focus on students’ outside of class needs, if appropriate.
3. Activities should build students’ confidence.
4. Activities should allow students to problem solve, discover, analyze.
5. Activities should help students develop specific skills and strategies.
6. Activities should help students develop specific language and skills they need
for authentic communication.
7. Activities should integrate the four skills of speaking, listening, reading, and
writing.
8. Activities should enable students to understand how a text is constructed.
9. Activities should enable students to understand cultural context and cultural differences.
10. Activities should enable students to develop social awareness.
11. Activities should be as authentic as possible.
12. Activities should vary the roles and groupings.
13. Activities should be of various types and purposes.
14. Activities should use authentic texts or relia when possible.
15. Activities should employ a variety of materials.
An important aspects of developing material is making choice which
is based on goals, objectives and syllabus focus.
Authentic material refer to spoken and written texts that are used by
native speakers in the “real world” (Omaggion Hdley 1993).
Using authentic materials can be problematic in L2 classroom as it is
not constructed to contain only the aspects of language the learner
has encountered. So that we need pedagogical prepared materials to
understanding and using authentic material.
Material: Pedagogical prepared semi authentic authentic
Developing materials : a balance of activities and exercises.
Developing materials are rooted in teacher’s beliefs, understanding,
and experience
Too many exercises and too few activities = impede development of
the ability to communicate in the real word.
Too many activities and not enough exercise = deny students the
opportunity to develop the language and skills they need to
communicate effectively.
DECISIONS IN MATERIAL DESIGNS
Developing aims
Developing objectives
Developing a syllabus
Organizing the course into units
Developing a structure for units
Sequencing units
Further decisions to be made:
Choosing input and sources
Selecting exercise types
THE EXAMPLE OF MATERIALS
A writing course designed by Chris Conley
Students background: Adult ESL students from non-English speaking countries
whose English skills are at the low-intermediate-intermediate level.
Objectives: Students will
◦ Become aware of different styles of written invitations
◦ Be able to identify some differences and similarities between cultural styles of
inviting
◦ Be able to recognize and identify the various components of a formal letter
◦ Be able to write a formal invitation in English
 Pre-writing
Teacher shows 4 types of invitations and asks
questions about them.
Students are grouped into their respective culture
and write invitation letters in their own language and
style.
They present their letters to their class.
4 letters (supposed to be business invitation letters)
are chosen to be analysed by the students.
Writing
Brainstorming about the layout of the letter.
Students make culturally-mixed groups of 3 and
make their first draft of the invitation
They present their invitation
The students discuss how to pull together
information from all invitations into one.
 Post-writing
The teacher asks his students to read the letter.
Students are asked to consider how they would
edit the letter: format or grammar changes.
Students copy the letter and read it at home for
homework.
Next class:
Students review their previous works and type
another one as their final output
Sequencing
Step A is simpler, step B is more complex
Step A is more controlled, step B is more open-
ended.
Step A provide knowledge or skills required to do
step B.
Step A uses receptive skills, step B uses
productive skills.
Step A uses productive skills to activate
knowledge, step B uses receptive skills to
consolidate knowledge.
 RECYCLING
In the organization of a course, recycling is another important aspect of
organization and sequencing materials.
Recycling means that something the learned connection with
something else, so that it is both learned in more depth.

Ways to recycle:
Recycling something using different skill
Recycling something in a different context
Recycling something using a different learning technique
 HOW TO DEVELOP MATERIALS
Developing materials are rooted in teacher’s beliefs, understanding, and
experience.
Developing materials also depend on your goals and ojectives, the way you
conceptualize the content of the course, the way you organize and sequence
your course, and your understanding of your students' need.
 KIND OF MATERIALS
Textbook
Computer
DvDs
Speakers
Workbook, and so on