Illustrating the Learning Objectives
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Matsuhara’s 2004 materials development theory into the theoretical framework. The writer intended to utilize this theory to complement Kemp’s 1997 adapted
instructional design steps. The materials evaluation and revision of Kemp’s 1997 steps were the focus of Tomlinson and Matsuhara’s 2004 adapted theory. The writer
employed two out of five steps of materials adaptation from the mentioned authors, which were: 1 the evaluation, and 2 the adaptation theory. These steps were used as
guidances to strengthen Eclectic Approach and to adapt the relevant ones from Deep Learning Cycles as part of Kemp’s revision processes.
Tomlinson and Matsuhara’s 2004 materials evaluation measurements and adaptation techniques were employed and linked to the first and last steps of Kemp’s
adapted instructional design. The materials evaluation measurements covered seven inquiry points which were: 1 the appeal or attractiveness of the materials, 2 the
validity or whether materials teach worth teaching, 3 the ability of materials to interest the learners and the lecturers, 4 the ability of the materials to motivate the
learners or to stimulate the learners so they want to give time and energy to the materials, 5 the potential learning values, 6 the preparation, delivery and assessment
assistance given to the lecturers, and 7 adaptation flexibility of materials by lecturers to suit a particular context .
Furthermore, the materials adaptation theory section that was implemented has three main categories: a Plus +, b Minus - and or c Zero 0 i.e.
modification without changing quantity. Shown below are the adaptation techniques with each set of details explained in the tables under each category explained before.
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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.