Identifying the Subject Content

21 a Plus Category Techniques Examples Addition Lecturers may add different texts and or activities Expansion Lecturers may expand texts and activities by increasing the length, difficulty, depth, etc. Table 2.7. Techniques and Examples of Plus Category in Materials Adaptation Tomlinson and Matsuhara, 2004: 15-16 The plus category allows the teachers to add and also expand the materials. Adding materials may include adding the text, or any other activities that are related to the materials adapted. Expanding text may result in increasing level of difficulty. b Minus Category Techniques Examples Deletion Lecturers may delete some texts andor activities altogether. Subtraction Lecturers may decrease the number of sentences in a text or a part of an activity. Reduction Lecturers may reduce texts and activities by decreasing the length, difficulty, depth, etc. Table 2.8. Techniques and Examples of Minus Category in Materials Adaptation Tomlinson and Matsuhara, 2004: 15-16 Minus category allows the teachers to modify the materials by deleting some texts and activities and also decreasing the level of difficulty. Deleting some texts and activities may include shortening the text or even deleting the texts completely. Decreasing the level of difficulty may include lowering the challenge for the students, as a result, the level of difficulty matched to the students’ level of understanding. 22 c Zero Category Techniques Examples Modification Lecturers may make changes to instructions. Replacement Lecturers may swap one activity with another. Recognisation Lecturers may change the position of texts and illustrations. Resequencing Lecturers may change the sequence of activities. Conversion Lecturers may change the genre of a text to move the content to a medium to another e.g. from print to web page. Table 2.9. Techniques and Examples ofZero Category in Materials Adaptation Tomlinson and Matsuhara, 2004: 15-16 Zero Category allows the teachers to use the materials as they are. Teachers may change the sequence of the instructions and activities, but there is no need to add or delete some parts of the materials. Thus, by using both the evaluation and adaptation theory by Tomlinson and Matsuhara 2004 within Kemp’s adapted instructional design steps, the writer had a strong materials development theoretical basis in designing the writing materials in GAIL. 2.1.5 Deep Learning in the Classroom Deep learning is the type of learning in which the students solve problems through several analysis and steps Jensen Nickelsen, 2011. It is related to restructure the knowledge and to change the concept, which usually found in cognitive learning theory Chacon, 2005. Entwistle 2000, as cited from Chacon, 2005, notes the difference between deep learning and surface learning: