Developing English Teaching Materials
According to Hutchinson and Waters 1987: 21 designing a language teaching course is a matter of works to sequence processes of producing a
syllabus, designing teaching materials doing a classroom teaching, and making an evaluation. They proposed the procedures of research and development to develop
teaching materials into.
Figure 1: Procedure of Research and Development to Develop Teaching Materials
Before developing materials, Brown, James 1995: 140 suggests a framework for materials design:
1 Approach
The one point about which most language curriculum developers would probably agree is that there must be sort of theoretical motivation underlying any
curriculum development. Brown calls it approaches and interpreted as ways of defining what children need to learn based on assumption and theoretical positions
drawn from discipline as diverse as linguistics, psychology, and education. Conducting need analysis
Selecting the topics and objectives of the materials
Writing the course grid Developing the teaching materials
Trying out and evaluating the teaching materials
Revising the teaching materials
2 Syllabus
The teaching activities called syllabus are predominantly concerned with the choices necessary to organize the language content of a course or program. The
procedures involved in developing a syllabus should eventually include examining instructional objectives, arranging them in term of priorities, and then determining
what kinds of techniques and exercises are required in order to attain those objectives.
3 Techniques
Once the syllabus are in place, the category of teaching activities called techniques come into play. This set of activities was defined as ways of presenting
language points to the children. Materials developers must make decisions early in the process about the principal kinds of activities and learning experiences that the
program will use and the criteria that will be employed for selecting those activities and experiences.
4 Exercises
Once the approaches, syllabuses, and techniques have been attentively set, the category of teaching activities called exercises must be considered. Brown
defined this set of activities as ways of having the children practiced in many ways, but typically such as learner to learner, learner to self, learner to teacher,
learner to group, learner to cassette player, learner to class, and so forth. These learning experiences are selected and facilitated by the teacher to help bring about
practice that will reinforce learning. Materials development aims to develop input
sources. Materials should vary and motivate the learners in the teaching learning process.