Staff Site Universitas Negeri Yogyakarta

MATERI ALS
DEVELOPMENT
Nunik Sugest i,
i, M.Hum
FBS UNY

MATERI ALS
EVALUATI ON
• measur ing t he pot ent ial value of a set
of lear ning mat er ials by making
j udgment s about t he ef f ect of t he
mat er ials on lear ner s using t hem

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• The appeal of t he mat er ials t o t he lear ner s
• The validit y of t he mat er ials
• The abilit y of t he mat er ials t o int er est t he
lear ner s and t he t eacher s
• The abilit y of t he mat er ials t o mot ivat e t he
lear ner s

• The pot ent ial lear ning value of t he mat er ials
• The assist ance given t o t he t eacher s in t er ms of
pr epar at ion, deliver y and assessment
• The f lexibilit y of t he mat er ials

PRI NCI PLES OF MATERI ALS
EVALUATI ON

• The Evaluat or’s Theory of Learning
and Teaching
• Learning Theor ies

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TYPES OF
EVALUATI ON
• Pre- Use Evaluat ion
• Whilst - Use Evaluat ion
• Post - Use Evaluat ion

MATERI ALS ADAPTATI ON
• ef f or t s t o adapt lear ning mat er ials in
r esponse t o specif ic needs of
lear ner s, t eacher s, or sit uat ions

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r educing t he number of act ivit ies
shor t ening or lengt hening an act ivit y
changing t he or der of act ivit ies
simplif ying inst r uct ions of an act ivit y

REASONS FOR ADAPTI NG
MATERI ALS
• The t eaching envir onment (nat ional, r egional,

inst it ut ional, cult ur al, et c.), e.g. t he mat er ials
have not been designed f or accommodat ing local
cult ur al values.
• The lear ner s’ specif ic char act er ist ics (age,
language level, pr ior knowledge, lear ner s’ needs,
lear ning st yles, et c.), e.g. t he complexit y of
lear ning mat er ials must be adapt ed in accor dance
wit h lear ner s’ lit er acy level.

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• Teacher s’ own pr ef er ences
(per sonalit y, t eaching st yles, belief s
about language lear ning and t eaching),
e.g. t he mat er ials of f er a lot of
communicat ive act ivit ies but a
t eacher t hinks t hat his st udent s ar e
not r eady yet t o car r y out f r eepr oduct ion communicat ive t asks.

• The cour se obj ect ives (syllabus, cur r iculum,

inst it ut ional policy, nat ional policy, et c.), e.g. t he
mat er ials pr ovide input t ext s f or t eaching r eading
and a t eacher int ends t o int egr at e it f or t eaching
speaking.
• Mat er ials (t ext s, t asks, act ivit ies), e.g. a t eacher
want s t o modif y t he communicat ive act ivit ies s/ he
select ed wit h one or t wo r elevant games.

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PRI NCI PLES OF MATERI ALS
ADAPTATI ON

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Recept ion bef or e pr oduct ion

St ar t and end a lesson wit h
lear ner s’ t ext s t hat ar e closely
r elat ed t o t heir lear ning
envir onment
List ening bef or e speaking
List ening bef or e r eading

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