This is a presentation of one of the step of english curriculum developing which is "material developing"

1. MATERIALS
GROUP 9
ELOK ROFIQOHNUGRAHANI
MAYA MASYITAH
RIZKY TANTIA CESARIDHA
B-B1 ENGLISHCURRICULUM

2. Materials
After working on needs analysis, goals and
objectives, and tests, curriculum developers
need to work on materials development.
Materials is defined as any systematic
description of the techniques and exercises to
be used in classroom teaching.
The key : ensure that they are described and
organized well enough so that teachers can use
them with no confusion.

3. Framework for Materials Design
Approach
Syllabuses
Techniques
Exercises

4. There must be some kind of theoritical motivation
underlying any curriculum development. (Anthony
1963; Richard & Rogers 1982; McKay 1978)
Such motivations is called approaches; ways of
defining what the students need to learn based on
assumptions and theoritical positions drawn from
disciplines.
e.g classical approach, grammar-translation
approach, direct approach, audiolingual approach,
communicative approach.
Approach

5. Syllabuses are concerned with the choice
necessary to organize the language content of a
course or a program.
The information gathered from needs analysis
will help to determine the direction that a
particular syllabus will go.
e.g structural, situational, topical, functional,
notional, skills, task or activity based
Syllabuses

6. Techniques are ways of presenting language
points to students.
Presentation typically includes various
combination of interaction between T&S, S&S,
Cassete player&S, etc.
e.g example video tape showing a native speaker
describing various commonly encountered
objects; analysis of models of good writing, etc.
Techniques

7. Exercises are ways of having the students
practice the language points thay have been
presented.
Language can be practiced in many ways : L to
L, L to T, L to group, L to class, etc.
Exercises

8. Types of Exercises
Speaking
Dialogue
Teacher-Student
Interaction
Peer feedback
sessions
Pair work
Free conversation
Writing
Brainstorming
Quick writing
Group writing
Free composition
activities

9. Materials Blueprint
A set of guidelines for teachers.
Made by gathering teachers’s point of
view and information from the previous
stages (needs analysis, objectives setting,
and testing stages.
It can be used as a manual which describe
the program and it’s curriculum for teachers.
It contains definition of the program, clients
to be served, delivery, intensity, content,
outcome, and special considerations.

10. Materials Blueprint Checklist
Background information
Overall curriculum description
A description of a program’s needs
A decription of goals and objectives
Tests description
Materials description
Teaching description
Program evaluation

11. Units of Analysis
Syllabus design theory has been an active area of
investigation within applied linguistics for many
years.
The conceptions of the nature of a syllabus are related
to the approaches to language and language learning
processes to which the curriculum designers and
program participants subscribe.
Under the influence of prescriptive, grammar-based
approaches to language learning, syllabuses have
tended to be expressed in more communicative terms.

12. Scope and Sequence Charts
Closely related to syllabus design is the
question of deciding what kind of
organizational framework to adopt for
developing materials. The syllabus should be
thought out in terms of units of analysis and
then in terms of curriculum scope and
sequence.

14. Some overall curriculum plan that specifies the
techniques that will be used should be developed.
Detailed
Curriculum
A formalized lock-step
curriculum complete
with lesson plan that
detail every minute of
classroom plan.
This curriculum may be
viewed as stifling /
inflexible, because it is
difficult to revise and
change.
Informal
Curriculum
A curriculum that a
teacher plans on the
spur of the moment.
Highly flexible and
easily respond to
needs for change.

15. Gantt Diagrams
One useful technique for representing
the different steps involved in large-
scale materials development and
implementation projects is the Gantt
diagram.
A Gantt diagram is a two-axis figure
with time divisions labeled across the
horizontal axis and task division
down the vertical axis.

16. Useful for
providing an
overview that
can be
understood at
a glance.
Shows all the tasks
involved and the
time frames in
which each task
must be begun and
completed.
Useful tool for
explaining a
curriculum
development project
to outsiders, also
can help the insiders
on schedule.

17. WHERE DO MATERIALS COME FROM?
ADOPTING
DEVELOPING
ADAPTING
MATERIALS

18. Working fromprogramgoals and objectives, the
teacher must address the essential questions of what
the content will be and how it will be sequenced.
HOW?

19. TEACHING
MATERIALS
NEEDSANALYSIS,
OBJECTIVES, AND
TESTSHOULD
PROVIDE
INFORMATIONWILL
SUFFICEFOR
ANSWERING.
ADOPTING,
DEVELOPING, OR
ADAPTING
MATERIALSTHAT
MATCHTHE
CONTENTIS THE
NEXTLOGICAL
STEP.
THE SEQUENCING
OF THATCONTENT
SHOULDALSOBE
ADDRESSEDIN THE
PROCESS.
THE
PROCESS

20. ADOPTING MATERIALS
It is
necessary
to decide
what
types of
materials
are
desirable.
All
available
materials of
these types
should be
located.
Review or
evaluation
procedures
must be list
down to
materials
that should
be
seriously
considered.
Strategy for
these
adopted
materials
must be set
up so they
do not
become
irrelevant.

21. TYPES OF MATERIALS
BOOKS
WORKBOOKS
JOURNALS
MAPS
REALIA
VIDEO TAPES
TEACHER BOOKS
MAGAZINES
PICTURES
CHARTS/GRAPHS
DIAGRAMS
CASSETTE TAPES
COMPUTER SOFTWARE
VIDEODISC
COMPUTER
COMBINATIONS

22. LOCATING MATERIALS
Sources of
Information
Teachers’
Shelves
“Books
Received”
sections of
journal
Publishers
’ Catalogs

23. PUBLISHERS’ CATALOGS
Catalogs are usually free for the asking. It also produce
materials for other languages. Catalogs are very well organized
most of the time, and including lists of relevant publications
with brief descriptions and its price.

24. PUBLISHERS’ CATALOGS
For this, hands-on examination is necessary. Most
publishers are happy to sendus desk copies, which are
textbooks, manuals, or workbooks, of their materials.

25. “BOOKS RECEIVED” SECTION
It is usually found in many of the well-known language
teaching journals. These are listednear the back of a
journal most of the time.

26. THE TEACHERS’ SHELVES
These shelves withinthe programmay be full of materials
that could prove interesting anduseful. Teachers are more
likely to have experience with materials they already own.

27. EVALUATING MATERIALS
STEVICK
(1971)
THREE
QUALITIES
THREE
DIMENSIONS
FOUR
COMPONENTS

28. THREE QUALITIES
Strength
Lightness
Transparency

29. THREE DIMENSIONS
Linguistic
Social
Topical

30. FOUR COMPONENTS
Occasions for use
Sample of language use
Lexical exploration
Exploration of structural relationships

31. Five perspectives for materials :
Background
Fit to curriculum
Physical Characteristics
Logistical Characteristics
Teachability
Can be made only with the
materials physically in hand.
EVALUATING MATERIALS

32. STEPS
First, the degree of relationship
between a set of materials and a
particular program can best be
determined by considering the degree
to which the materials fit to the
curriculum.
Next, focus on the degree to which the
materials match the language needs of
the students in a general way.
EVALUATING MATERIALS

33. STEPS
Then, the specific language and
situation needs of the students should
be considered.
After that, examine any materials that
are still in the running for adoption in
terms of their physical characteristics.
EVALUATING MATERIALS

34. STEPS
Editorial characteristics such as the
accuracy of the content, the degree to
which the materials edited in a manner
consistent with the program’s style, the
degree to which the directions are clear
and easy to follow, and the clarity or
clearness of the examples should be
considered.
EVALUATING MATERIALS

35. STEPS
Logistical characteristics such as the
price and number of auxiliary parts
that are required, the availability of the
materials, time that it will take to ship
them should be considered.
Last, the teachability of the materials
should also be appraised.
EVALUATING MATERIALS

36. Teachers can keep notes on students reactions to the
materials as teachers use them.
This reviewmight take the formof a yearly straw
count of how many teachers want to continue using
the same texts, or more involved series of meetings.
ONGOING REVIEWOF MATERIALS

37. With the help of and ideas of a
number of people within a
program, especially the teachers,
materials can be developed that
will create the best possible match
between materials and the
curriculum.
DEVELOPING MATERIALS

38. CREATING PHASE
• Find teachers who are willing to work on materials.
• Identify a pool of materials developers provided with
copies of all relevant documents.
• Divide the labor to pull all the materials developers weight
in the project.
• Use peer pressure that can be a wonderful curriculum tool.
• Use a modular system to enhanced the working
arrangement by developing the materials modules
separately by different groups.

39. TEACHING PHASE
•The original developers can be involved in the
field testing along with one teacher who was not
involved in the original development process.
•Revision should be made, with input from all
teachers who may ultimately use the materials.

40. EVALUATING PHASE
•It might be worthwhile to consider
sending the materials to a publisher.
• Remember that materials are never
finished so provisions should be made
for ongoing materials development.

41. Four steps for finding and
evaluating materials plus several
distinctive features:
Analyzing
Classifying
Filling the gaps
Reorganizing
ADAPTING MATERIALS

42. ADAPTING MATERIALS
ANALYZING CLASSIFYING
FILL THE BLANKS REORGANIZING
Use any logical
classes of objectives
List places in
materials
Leave blanks where
supplemental
materials are needed
Complete the list
Reorganize
 From other materials
 From created materials
 Teachers as resources
 Resource file
 Matches to current
objectives
 Mismatches to current
objectives
 Percentage of objectives
 Percent of existing
matches
 Decide which materials to
adapt

43. THANK YOU