MATERIAL DESIGN

Ayu Prameswari (1513042039)

Dwi Fitri Arnaz (1413042069)
Resty Rahmawanti (1413042071)
Yudha Aulia Rahmdhanti (1513042067)
A large amount of the ESP teacher’s
time may well be taken up in writing
materials
Why
Publishers are naturally reluctant to produce
materials for very limited markets

When suitable materials are available, it may

not be possible to buy them

Materials are a visible product of activity,

regadless of whether such activity is useful or
even necessary

The process of materials writing may help

to make teachers more aware of what is
involved in teaching and learning
 Defining objectives

A materials design
model

Sample materials
Some techniques for
producing useful and
creative ESP materials Refining the model

Materials and the

syllabus

Using the models: a

case study
a) materials provide a stimulus to learning, they
encourage learners to learn and do not teach. They
contain:

1. Interesting texts
2. Enjoyable activities
3. Opportunity for learner to use existing knowledge
4. Content that both teacher and learner can cope with

b) It may not be possible to buy them because of

currency or import restriction.
c) Materials include a view of the nature of
language and learning
 materials should truly reflect what you think
and feel about learning process.

d) Materials reflect the nature of the learning task.

 Lg learning is a complex process

involving many different kinds and levels of

language
e) Materials can have a very useful function in
broadening the basis of teacher training by:
Introducing teachers new techniques

f) Materials provide models of correct and

appropriate language use.
By which I said, now we can present a model that
we have used for writing our own materials.

Aim: provide a coherent framework for

integration of various aspects Of learning

The model consist of 4 elements:

1. Input
2. Content focus
3. Luanguage focus
4. task
 A MATERIALS DESIGN MODEL

INPUT

CONTENT LANGUAGE

TASK
Can be a text, dialogue, video-recording,
diagram or any piece of communication data.

It provides number of things:

1. Stimulus material for activities
2. New lg items
3. Correct models of lg use
4. A topic for communication
5. Opportunities for learners to use their inf
processing skills
6. Opportunities for learners to use their existing
knowledge both of the lg and the sub matter.
Language is not an end in itself, it’s a
means of conveying inf and feelings
about something.
Aim: enable learners to use language.

In language focused learners have the chance

to take the language to pieces, study how it
works and practice putting it back together.
The ultimate purpose of language learning is
LANGUAGE USE.
Materials should be designed to:

 leadtowards a communicative task which

in learners use the content.
and
 language knowledge they have to built
up through the unit.
A material design
model: sample
materials
This material is intended for lower intermediate level students from a variety
of technical specialism. The topic of the blood circulation system can be of
relevance to a wide range of subjects.
As the unit title indicates, language is approached through an area of content.
The topic represents a common form of technical discourse – describing a
circulatory system – although in this case, presented from an unusual point of
view.

The starter plays a number of important roles:

a) It creates a context of knowledge for the comprehension of the input.
b) Comprehension in the ESP classroom is often more difficult than in real life,
because texts are taken in isolation. In the outside world a text would normally
appear in a context, which provides reference points to assist understanding
(Hutchinson and Water, 1981).
c) It activates the learners’ minds and gets them thinking. They can then
approach
the text in an active frame of mind.
d) It arouses the learners’ interest in the topic.
e) It reveals what the learners already know in terms of language and content.
The
teacher can then adjust the lesson to take this into account.
f) It provides a meaningful context in which to introduce new vocabulary or
This section practices extracting information from the input and begin
the process of relating this content and language to a wider context.

Steps 1 and 2 are not only comprehension checks. They also provide data
for the later language work (step 5 and 6) this is an example of unit
coherence.

Learners should always be encouraged to find answers for themselves

wherever possible.

It is possible to incorporate opportunities for the learners to use their

own knowledge and abilities at any stages.
This section gives practice in some of the language elements needed for the
task. These may be concerned with aspects of sentence structure, function or
text construction. The points focused on are drawn from the input, but they
are selected according to their usefulness for the task.
There is a gradual movement within the unit from guided to more
open-ended work. This breaks down the learning tasks gives the
learners greater confidence for approaching the task.
The unusual type of input gives the opportunity for some more
imaginative language work.
Here the learners have to create their own solution to a
communication problem. In so doing they use both the language and
the content knowledge developed through the unit. The learners, in
effect, are being asked to solve a problem, using English, rather than
to do exercises about English. Given the build-up through the unit,
the task should be well within the grasp of both learner and teacher.
The task, also provides a clear objective for the learners and so help
to break up the often bewildering mass of the syllabus, by
establishing landmarks of achievement.
 4
REFINING THE MODEL
 Needs analysis =
target situation +
intangible factors
(learner
involvement, variety,
etc)
Materials and
the syllabus The coherent between
the unit structure and
the syllabus structure

Two types of model Predictive

Evaluative
 starter

INPUT

CONTENT LG

TASK
Student’s
own Additional
knowledge input
and
abilities project
There are several syllabuses operating in any
course.

A model must be able to ensure adequate coverage

through the syllabus of all the features identified as
playing a role in the development of learning.

To having an internal coherence, each unit must

also relate effectively to the other units in the
Course.
Predictive:
It provides the generative framework within which
creativity can operate. Ex: the unit model

Evaluative:
It acts as a feedback device to tell you whether you
have done what you intended.
Ex: syllabus/unit interface model
 6
Using the model: a case
study
 The models we have
presented are ones that we
have used in our preparing
our own materials.
 Stage 1.
Find your text (for getting subject- content knowledge)
 Stage 2.
Think of a task the learners could do at the end of
the unit
 Stage3.
Is the task the kind of activity that will benefit your
students according to the syllabus?
 Stage 4.
Decide what language
structures, vocabulary, functions and content the
input should contains.
 Stage 5.
Think of some exercises for students to practice.
 Stage 6.
Decide the input according to the product.
 Stage 7.
Go through stages 1-6 again with the revised
input
 Stage 8.
check new materials against the syllabus and
amend accordingly.
 Stage 9.
try the materials in the classroom
 Stage 10.
Most importantly, revise the materials in the
light of classroom use.
* Conclusion : Other Options

1. you should first question whether the learers’ needs are significantly
different from those of other groups in your institution.

2. You may not find one course which completely fits the bill, but a
judicious selection of units from two or more courses may cover the
needs of many students.

3. Even if the first two alternatives fail to provide exactly what you
want, you can still trying adapting existing material.

4. The final possibility is to try and reduce the area of the course that
will require new materials.
Thanks For Your
Patient Attention