Diskusi 12 EFL Curriculum and Material Development

Diskusi 1 :

Please discuss:

1. The case to be studied

2. The criteria to evaluate instructional materials

3. Techniques in adapting instructional materials

Jawaban:

1. The case to be studied
Topic: Simple Past Tense

2. The criteria to evaluate instructional materials
Based on Learning Resources Evaluation Guidelines in Soepriyatna (2019) there are some criteria that should be considered in the evaluation process as follows:
- Physical Quality (durable and accessible for learners)
- Content/Format (accurate, authentic, current, and suitable for the learners)
- Social Considerations (avoid inequality of gender bias, social status, religion, race, etc.)
- Instructional Design (relate to curriculum and consistency)
- Qualifications of developer (validated by qualified people)
- Cost (reasonable regarding the cost or budget)

In conducting material evaluation Soepriyatna (2019) mentioned three-step which can be conducted as follows:
- Pre-Use Evaluation
In this case, the teacher subjectively perceived the prospective values of the material to the course, and This type of evaluation is very important, particularly, in the process of materials selection.
- Whilst (In)- Use Evaluation
The value of materials is evaluated. It measures the value of the materials whilst observing or using them.
- Post-Use Evaluation
It is the most important and valuable, it can measure the actual effect of the material. this type of evaluation is helpful and useful for identifying the points of strength and weakness that emerge over a period of using the coursebooks (Cunningsworth in Soepriyatna, 2019).

Curningsworth (in Soepriyatna, 2019) proposed 4 principles for evaluating materials as follows:
- Principle 1: Correspondent with the learners’ needs and fit to the course goals and objectives.
- Principle 2: Equip learners to use language effectively for their own purposes.
- Principle 3: Facilitate a learning process, and the material must be relevant to learning and can facilitate student learning
- Principle 4: Function as a support for learning, mediating between learners and the target language.
Criteria in selecting instructional materials based on Soepriyatna (2019) are as follows:
- Language Content,

It focuses on language forms and skills. In language form, the teachers must consider what to teach in grammar and vocabulary. Language skill involves listening, reading, speaking, and writing.
- Methodology,
This means that the material should provide an idea of how language should be learned and taught. The material must inform the needs of the students that they want to achieve.
- Non-linguistic aspects.
This includes the topics and content of the subjects and how they are treated, as well as other non-linguistic aspects of social and cultural values and relevance with their real life.

3. Techniques in adapting instructional materials
Based on Tomlinson and Masuhara (in Soepriyatna, 2019), there are several techniques that can be used, they are as follows:
- Plus, it can be divided into two types as follows:
Addition type (this type adds different texts and/or activities) and
and expansion type (this type expands texts and/or activities to support the learning material).
- Minus, this technique can be divided into 3 types as follows:
Deletion type (this type removes some texts and/or activities),
Subtraction type (this type decreases the number of sentences in texts and/or decreases part of the activity)
Reduction type (this type reduces texts and/or activities)
- Zero, this technique can be divided into 5 types as follows:
Modification type (this type makes changes to instructions of materials)
Replacement type (this type replaces one activity with another activity)
Reorganization type (this type changes the positions of texts and illustrations)
Sequencing type (this type changes the sequence of learning activities)
Conversion type (this type changes the genre of a text)
Meanwhile, McDonough, Shaw & Masuhara (2013) argue some techniques for adapting material as follows:
- Adding, including expanding and extending. This means that the technique is applied within the framework of the original materials methodology: in other words, the model is not itself changed, it is worth pointing out that additions do not always have to be made at the end of something.
- Deleting, including subtracting and abridging. Deletion is definitely the reverse process of addition and such a need no further clarification as terms. Addition and deletion often work together, of course. Material may be taken out and then replaced with something else.
- Modifying, including rewriting and restructuring. Modifying materials, is a technique that modifies a material to change its properties or focus exercises, texts or class activities.
- Simplifying. Many elements of language courses can be simplified, including instructions and explanations accompanying exercises and activities, and even visual layouts material so that it becomes easier to see how the different parts fit together.
- Reordering. This technique refers to the possibility put the sections of the textbook in a different order. It means adjusting the order of presentation within a unit or taking the units in a different order than originally intended.

Below are link my materials that I have adapted from various sources:
https://heyzine.com/flip-book/811617be05.html
Thank You.

References:

McDonough. J, Shaw. C, Masuhara. H. 2013. Material and Methods in ELT a Teacher’s Guide Third Edition. USA: A John Wiley & Sons, Ltd.

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka

Jawaban 1:

When materials are used in the instructional process, they should be evaluated for their relevance, practicability, and usefulness in the lesson or unit. If materials are created by the teacher or are used for the first time in a classroom, the teacher is responsible for assessing their effectiveness and making necessary changes before they are used again.

Evaluation is a matter of judging the fitness of something for a particular purpose. However, while it is true that the selection of materials inevitably involves, or subsumes, a process of evaluation, evaluation can be undertaken for a variety of purposes and carried out in a variety of ways. Furthermore, what assumes primary importance is the analysis of learner needs, and interests and how these are addressed.

I Attached is a case to be studied including the criteria to evaluate instructional materials, and techniques in adapting instructional materials. Please have a look. Thank you.

Reference:
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 2:

1. The case to be studied:
    Topic: Gerund and Infinitive

2. The criteria to evaluate instructional materials:

·       Materials should be evaluated to make sure that the chosen ones will help achieve course objectives. The materials evaluation process is always guided by goals and objectives. Materials evaluation is aimed at seeking the most fitting materials to achieve course objectives.

·       Universal criteria that can be used to evaluate instructional materials are physical quality (durable and accessible for learners), content and format (accurate, authentic, current, and suitable for the learners’ cultural background context), social considerations (avoid inequality of gender bias, social status, religion, races, and sexual orientation), instructional design (relate to curriculum and have consistency with the learning philosophy), qualifications of developers (developed and validated by qualified people), and cost (a reasonable budget). After developing universal criteria and subdividing them, questions/statements for evaluation can be developed. For example, does the material include activities to facilitate students’ communicative purposes? Is it attractive to the targeted students? To what extent does the material fit the effort of achieving the course goals and adjectives? How communicative is each activity designed

·       After evaluating and selecting the materials, the result of our selection led to this material (see the PDF file 2).

3. Techniques for adapting instructional materials
• The selected material needs adaptation to really fit with the course.
• The following are the techniques for adapting instructional materials:

Step 1: Study the goal and objectives of the course.

·       Goal: By the end of the course, the students are able to properly apply gerund and infinitive phrases.

·       Course objectives: 1) 

Students are able to complete the cloze sentences using "gerund,", 2) Students are able to complete the cloze sentences using "infinitive." 3) Students are able to write sentences using "gerund," and 4) Students are able to write sentences using "infinitive."

Step 2: Evaluate the materials to be adapted.
Step 3: List prospective materials along with their correspondent course goals and objectives.

·       Prospective materials: Gerund and Infinitive

·       Adaptation techniques include addition (materials need definition, examples, and exercises), deletion (remove some texts), modification (several instructions need changes), and reorganization (change the position of text and examples).

·       Goals/objectives: 1) Goal: By the end of the course, the students are able to properly apply gerund and infinitive phrases; 2) Course objectives: 1) Students are able to complete the cloze sentences using "gerund,", 2) Students are able to complete the cloze sentences using "infinitive," 3) Students are able to write sentences using "gerund," and 4) Students are able to write sentences using "infinitive."

Step 4: Adapting

·       Take the listed materials and adapt them using any adaptation techniques.

·       Adaptation techniques include addition (materials need definition, examples, and exercises), deletion (removing some texts), modification (several instructions need changes), and reorganization (changing the position of text and examples).

·       Original Material: See the PDF file (1).

·       Adapted Material: See the PDF file (2)

Step 5: Teaching
Use the adapted materials in the teaching and learning process. See if the materials fit the program.
Step 6: Revising
The result of your observation will tell you what needs further adaptation.

Reference:
https://www.engvid.com/english-resource/verbs-followed-by-gerunds-and-infinitives/
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 3:

Below I try to make my instructional materials by adapting the original materials from the Modul of INTRODUCTION TO LINGUISTICS unit WORD-FORMATION PROCESS.I found that the materials's introduction in this modul quite long and doesn't straightforward to the point,yet I found that the materials presented in this modul are worth and can be used to enrich the comprehension toward the unit that will be studied(word-formation process).So I apply some adapting techniques to meet my students'level proficiency,age ,or educational background.Furthermore ,the new instructional materials adapted from the original materials meet my teaching environment(culture and ethnic diversity,my teraching preference(students centre),and the suitable to the aim and the objectives of the lesson.

A.CASE TOBE STUDIED

Word-formation process

B.EVALUATE THE MATERIALS

Introduction to Linguistics,unit Word-Formation Process
C.LISTING

·       Prospective Materials

How to form the new word from its original terms using varieties ways to meet the needs of its users.

·       Adaptation Techniques

To meet both of my needs and my students' meet ,I apply following adaptation techniques.

a. Addition

~The materials need the specific definition of word-formulating process and the definition of each of the word-formulation process with plenty of its example that used in basis daily life.

~The materials need some attractive picture /illustrations related to the materials to give sufficient learning experience.

b.Deletion

In the introduction of the unit ,the words used are challenging to get the exactly means,so I remove some sentences and repalce it with the easy one and more straightforward.

c.Reorganization
The original material's placement seems like doesn't neatly arrange,so I reorganize the placement by putting the word-formulation process from the easier to the difficult one.

·       GOAL/OBJECTIVES

At the end of the learning process the students are expected to able to form the new word from its original term
D.ORIGINAL MATERILAS
Original materials : https://pustaka.ut.ac.id/lib/pbis4202-introduction-to-linguistics/

Modul 4,unit 2(word-formation process).


E.TEACHING
I apply the materials adapted in my class and observe my students' reaction and find out whether it works or not.
F.REVISING
Based on my observation's result I will be able to conduct further adaptation in purposing deal to my students' need.

Jawaban 4:

The development of learning materials is very important to learn. This is because the learning materials contained in the curriculum or textbooks are still too general. In addition, the material may not necessarily suit the needs and circumstances of your students. Therefore, supposedly, a teacher needs to understand the methods or procedures for developing learning materials or materials.
The next step in developing teaching materials is to determine (evaluate) whether there are already available teaching materials that are in accordance with the learning objectives. Evaluation of teaching materials is intended to adopt suitable teaching materials that we will use in the learning process. In some situations we can find a lot of available teaching materials, both general and specific. On the contrary, very little of the teaching material is in accordance with the learning objectives that we will do.
Learning objectives can be a reference in deciding whether the available teaching materials are in accordance with them or whether the teaching materials need to be adapted before being used. Teaching materials can be evaluated to determine whether
(1) the element of motivation is quite felt in the material,
(2) the content is appropriate,
(3) the order is correct,
(4) all required information is available,
(5) practice questions are available,
(6) contains adequate feedback,
(7) a suitable test is provided,
(8) follow-up directions are given sufficiently,
(9) adequate guidance is provided.
Why is it necessary to evaluate teaching materials?
Brothers and sisters, evaluation of teaching materials is basically a matching process, that is, matching needs against available possibilities. If this matching process is done as objectively as possible, it is a good idea to look at need and availability separately. In the final analysis, either choice will be made subjectively. For example, if you were choosing a car, you might choose how it looks or has a speed of 100 mph in 10 seconds. It depends on what we consider most important. The danger is if subjective factors from the start influence decision making, then this can make us switch from alternatives that are actually better.
Adaptation of Teaching Materials
Most commercially produced teaching materials (books) can be adapted to meet needs and goals not envisaged by the author. However, before adapting textbooks, it should be remembered that textbooks from reputable authors and printers have been written with care and have been extensively tested, and therefore it is highly recommended to use such books at least once as suggested by the author before you attempt to adapt it.
Material adaptation is another possibility that can be carried out by a teacher in the context of procuring textbooks. Adaptation of teaching materials is making changes to existing material in order to improve it or make it more suitable for certain students. The steps taken are modifying content, adding or removing content, rearranging content, removing certain parts, modifying and developing existing assignments.
The ability to adapt textbooks is an important skill for teachers to develop. Through the adaptation process, the teacher personalizes the book, makes it a better teaching resource, and specializes it for a special group of students. Usually, this kind of process takes place gradually as the teacher becomes more familiar with the book.

Jawaban 5:

In materials evaluation, framework to set the criteria should be identified. The criteria are developed to achieve a decision considering materials to be selected, adapted or developed, then the purpose of the evaluation should be consideredto focus on particular criteria of the evaluation. And the case to be studid in this task is sentence varieties in academic writing

There are some criteria for evaluating instructional materials:
1. Physical quality : the materials recommended are durable and accessible for learners.
2. Content : the materials recommended are accurate, authentic, current and suitbale for the learners’s cultural background context.
3. Social consideration : this materials recommended avoid inequality of gender bias, social status religion, races, and sexual orientation.
4. Instructional design : the materials have to relate with curriculum and have consistency with the learning philoshopy
5. Qualifications of developer : the materials have been developed and validated by qualified people.
6. Cost : the materials are reasonable regarding to the cost or budged.

after the process of completing the evaluation and selecting the appropriate criteria is not the finishing of everything. very often all these materials have to be specially adjusted. it is necessary to make minor changes to suit the needs of the program with the aim of making the material more suitable for the students for which the material will be made. an educator is indeed allowed to adapt some material according to his field and beliefs. material adjustment refers to the principles of language and learning theory held by the teacher.

Tomlinson and Masuhara (2004) categorize techniques in adapting instructional materials into plus, minus, zero. the plus in this technique is when the material is added, the minus is when the material is removed because there is too much work for students to do, and the last thing is zero in this technique is if there is a modification without changing the intensity of the activity. as is the case when activities are rearranged.

Tomlinson and Masuhara (2004) categorize techniques in adapting instructional materials into plus, minus, zero. the plus in this technique is when the material is added, the minus is when the material is removed because there is too much work for students to do, and the last thing is zero in this technique is if there is a modification without changing the intensity of the activity. as is the case when activities are rearranged.

Tomlinson and Masuhara (2004) also adapted the procedures presented to guide the adaptation process. here are the steps :

profiling: the teaching context must first be profiled. as does the student profile and the language skill component expected to be mastered
evaluate: evaluate the adapted material, such as available resources.
listing: i.e. the prospective material is listed along with the course goals and objectives.
adapting: using the listed material and adapting it to the needs of the course.
teaching: material that has been adapted is used in the teaching process.
revising: checking what needs to be added or removed.

Reference:
Soepriyatna. 2017. EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 6:

1.     The case to be studied: Passive Voice

2.     The criteria to evaluate instructional materials. We can choose available instructional material to meet goals and objectives of learning. There are some criteria that can be used to evaluate the instructional materials before using it. The criteria can be described as follow:

·       Physical quality. The material chosen is durable, and both of the teacher and students can easily access it.

·       Content/format. The material should be accurate, authentic, current and suitable for the students.

·       Social Considerations. The material does not consist of gender bias, social status, religion, races and sexual orientation.

·       Instructional Design. The material relates to the curriculum and can force the students to understand the materials and gain the objectives.

·       Qualifications of Developer. The material is developed by a qualified person.

·       Cost. It is easy and does not need a high budget.

3. Techniques in adapting instructional materials
Teachers can do material adaptation to make the materials are suitable to be implemented in the learning process. Tomlinson & Masuhara (2004) in Soepriyatna (2019) states that teachers have the opportunity to decide to use only part of a unit, add or delete texts or activities, replace or supplement texts or activities with ones from other sources. It means that the techniques in adapting materials can be categorized into Plus, Minus, and Zero. Plus is when materials are added. Minus is when materials are omitted/reduced, and Zero is when there is modification without changing the quantity.

After choosing the instructional materials available, I determined whether the materials selected met the criteria for evaluating instructional materials. Then, I applied the Plus technique to the instructional materials by adding some activities to measure the student’s comprehension towards Passive Voice.

Jawaban 7:

1. The case to be studied:
Simple Present Tense

2.The criteria to evaluate instructional materials:
How to create sentences in the form of :
- affirmative
- negative
- interogative

3. Techniques in adapting instructional materials:
Addition by Adding the content in terms of items and explanation also the examples so that the instructional materials could be easily comprehend.

Here is about the Original Materials
Simple present tense kalimat dengan pola bentuk kata kerja yang menyatakan kejadian yang berlangsung di masa sekarang.

Rumus simple present tense adalah 
Subject + Verb 1(s/es) + Complement 
or
Subject + auxiliary verb (to be) + Complement

rumus kalimat negative yang digunakan adalah: 
Subject + to be + not + complement (-)
To be + subject + complement (?)

Contoh simple present tense dengan pola kalimat nominal:
(+) I am an international school student (saya adalah seorang mahasiswa)
(-) She is not an international school student (dia bukan seorang mahasiswa)
(?) Is she an international school student? (apakah dia seorang mahasiswa?) 

Contoh kalimat simple present tense :
I live in Jakarta (saya tinggal di Jakarta)
I don’t live in Bandung (saya tidak tinggal di Bandung)

Do I work? (apakah saya bekerja?)

WH Question
Examples:
What do I play? 
Who do you play?
When does he play?
Where does she play?
Why do we play?
How do they play?

And this is the Adapted Materials
What is Simple Present tense? Simply, it’s about “an action” and “an event”. Then present, means “now.”  In conclusion, Simple Present tense is a form of sentence that use the verb express an event that happens now. It is used to express habitual actions, general facts.

In English, a sentence consists of::
S : Subject (subjek)
P : Predicate (predikat)
O/C : Object or Complement (Objek atau Pelengkap)

In general, Simple present tense is about:
1.Verbal
Subject + Verb 1(s/es) + Complement.
2.Nominal
Subject + auxiliary verb (to be) + Complement.

The Pattern of negative sentence in Simple Present Tense: 
Subject + to be + not + complement (-)
To be + subject + complement (?)

Examples of Simple Present tense
a. Nominal :
(+) I am an international school student (saya adalah seorang mahasiswa)
(-) She is not an international school student (dia bukan seorang mahasiswa)
(?) Is she an international school student? (apakah dia seorang mahasiswa?) 

b. Positive/affirmative simple present tense:
- I live in Jakarta (saya tinggal di Jakarta)
- He lives in Jakarta (dia tinggal di Jakarta)

c. Negative simple present tense
In creating negative sentence in the form of Simple Present Tense, we use “do/does” or ”do not (don’t)” and ”does not (doesn't)”. Examples:
- I don’t live in Bandung (saya tidak tinggal di Bandung)
- She doesn’t live in Bandung (dia tidak tinggal di Bandung)

d. Simple present questions/interrogative
In making interogative sentence, it is divided into two. i.e,:
1.Yes/No Question
- Do I work? (apakah saya bekerja?)
- Does he work? (apakah dia bekerja?)

To answer Yes/No question, we just need to say:
- Yes, I do (Iya, saya bekerja)
- Yes, he does (Iya, dia bekerja)
- No, I don’t (Tidak, saya tidak bekerja)
- No, she doesn’t (Tidak, dia tidak bekerja)

2.WH Question
What do you think about “WH”? Exactly! It is Question words in English which has initial “W” and “H.” 
- What do I play? 
- Who do you play?
- When does he play?
- Where does she play?
- Why do we play?
- How do they play?
Thank you,

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.

Jawaban 8:

          Evaluation and adaptation for any learning materials are very essential in providing appropriate materials for the teaching program represented in line with a learning goal and objectives. This means that the learning materials are strongly required to give potential effects for enhancing learning and facilitating the students to achieve the final goal. Regarding this matter, Tomlinson (2003c) confers an emphasis that materials evaluation is a method that involves measuring the (possible) value of a set of learning materials. Consequently, it involves making judgements about the effect of the materials on the students using them. Among the materials which could usefully be evaluated are, for example, in-house materials, tests, graded readers or self-access materials (Mishan & Timmis, 2015, p. 58). Further, Tomlinson (2003c) reveals that a useful exercise for anybody writing or evaluating language teaching materials will be to evaluate the checklists and criteria lists from such materials above against the following criteria in the form of questions:
• Is the list based on a coherent set of principles of language learning?
• Are all the criteria actually evaluation criteria (subjective) or are they criteria for analysis (objective)?
• Are the criteria sufficient to help the evaluator to reach useful conclusions?
• Are the criteria organized systematically (e.g. into categories and subcategories which facilitate discretely as well as global verdicts and decisions)?
• Are the criteria sufficiently neutral to allow evaluators with different ideologies to make use of them?
• Is the list sufficiently flexible to allow it to be made use of by different evaluators in different circumstances?.

Thus, the evaluation framework consisting of a set of specific criteria related to English learning materials is used to make a decision that then is selected, adapted, or developed (Soepriyatna, 2019). In order to do this evaluation, Tomlinson (2004) proposes three interrelated steps namely:
a. brainstorm a list of universal criteria for evaluation
Universal criteria are criteria that would apply to any language learning materials anywhere for any learners. They derive from principles of language learning and the results of classroom observation and provide the fundamental basis for any materials evaluation (Tomlinson, 2003c).
b. subdivide some of the criteria
It is best to subdivide some of the criteria into more specific questions if:
• the evaluation is the basis for subsequent revision or adaptation of materials or
• if it is a formal evaluation and important decisions are to be made based on the results of the evaluation.
c. monitor and revise a list of universal criteria
If the question is an analysis question (objective) then teachers can only give the answer a 1 or a 5 on the 5-point scale which is recommended later in the suggested procedure. However, if it is an evaluation question (subjective) then it can be graded at any point on the scale.

The most important thing anticipated by the teacher as an evaluator is deception by activities that appear to work well (Tomlinson, B. 2003b0. For example, lessons that generate “student talking time” are often rated highly, but we need to evaluate the quality of the talk, not just the quantity. Next, the instrument of evaluation needs developing such as questionnaires, checklists, and guides (Soepriyatna, 2019). It can be exemplified based on the case to be studied here; the topic is writing a Descriptive Text about a famous historical building in the course syllabus oriented to a mind-map of key points for Borobudur Temple represented in Apps. Prezi https://prezi.com/fg75yswmcnfl/borobudur-temple/ and a video featuring parts and qualities of Borobudur Temple on YouTube https://www.youtube.com/watch?v=tDuhIrzBjbQ as evaluated and attached in the form of checklists.
In the meantime, after the material evaluation is done, the teacher as an evaluator needs to commit adaptation. Islam and Mares (2003) decipher some techniques of material adaptation. They are explained below.
1. ADDING – supplementing the existing materials and providing more materials
a. EXTENDING – supplying more of the same type of material (quantitative change)
b. EXPANDING – adding something different to the materials (qualitative change)
2. DELETING – removing parts or sections of existing materials
a. SUBSTRACTING – extracting part of the available materials (quantitative change)
b. ABRIDGING – excluding certain parts and focussing attention on others (qualitative change)
3. SIMPLIFYING – rewording a text so that it becomes more accessible to learners or simplifying an activity to make it more manageable
4. REORDERING – sequencing an activity in a different way so that it makes more pedagogic sense
5. REPLACING – substituting parts or sections of existing materials with different purposes (to cater for culture-specific interests, etc.).
In actualization, the teacher is truly required to adapt when the following conditions are available.
a. Not enough grammar coverage
b. Not enough practice of grammar points of particular difficulty for learners
c. Grammar presented unsystematically
d. Reading passages contain too much unknown vocabulary
e. Comprehensions questions are too easy and can be lifted from the text with no real understanding.
f. Not enough guidance for pronunciation
g. Subject matter inappropriate for age or intellectual level
h. Photographs and other illustrative materials insufficient or inappropriate
i. Dialogues too formal, not representative of everyday speech
j. Too much or too little in the variety of activities, etc.
          In conclusion, material evaluation on the basis of the teacher’s own perspectives precedes material adaptation. In the meantime, material adaptation itself will take place when inappropriacy, insufficiency, senses of verbosity, inconsistencies in the arrangement and organization of materials, etc. exist.

Reference
Islam, C. and C. Mares. 2003. Adapting classroom materials. In Tomlinson, B. (ed) Developing Materials for Language Teaching. London: Continuum: 72-100.

Mishan, F. and Timmis, I. 2015. Materials Development for TESOL. Edinburg: University Press.

Soepriyatna. 2019. Buku Materi Pokok MPBI 5204/ 3SKS/ Modul 1-9: EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

Tomlinson, B. 2003b. Developing Principled Frameworks for Materials Development. In B. Tomlinson (Ed.), Developing Materials for Language Teaching. London: Continuum, 107–29.

Tomlinson, B. 2003c. Materials Evaluation. In B. Tomlinson (ed.), Developing Materials for Language Teaching. London: Continuum, 15–36.

Tomlinson, B. 2004. Developing language Course Materials and Masuhara. Singapore: RELC.

Jawaban 9:

1. The case to be studied
Material for learning should be fit the needs of the students in the learning teaching process. The materials given related with the program, and need variation to make the process becomes interesting.
Material adaptation is guided by principles about language, and completed by language theory that the teacher or program developers hold. For example, if a teacher believes the principles that reception skills should be develop before production skills, he or she will adapt the material accordingly, and make sure that the students have enough language exposure before asking them to speak or write.
Material adaptation is usually done when some specific materials that are not suitable for a lesson are identified. The teachers have the opportunity to decide to use only part of a unit, add or delete texts or activities, replace or supplement text or activities with ones from other sources ( Tomlinson & Masuhara, 2004).

2. The criteria to evaluate instructional materials
The following sections describe the four primary categories of criteria that teachers said they use when evaluating instructional materials:
Accuracy, visual appeal
No errors; correct information
• Well written
• Strong visual appeal

Alignment to standards, depth of knowledge
• Aligned to standards
• Efficiently addresses standards
• Appropriate depth of knowledge, questions, and activities

Ease of use, support
• Easy for teachers, students, and parents to use
• Complete set of instructions, materials, activities, assessments, and answers
• Appropriate support for new teachers

Engagement, ability to meet student needs
• Engagement: Sparks student interest; relevant
• Differentiation: Appropriate material by skill level, language ability, cognitive capability, and learning style
• Cultural and background knowledge: Culturally relevant; aligns with prior background knowledge
• Diverse activities: Group and individual, hands-on, requires movement, longer investigations

3. Techniques in adapting instructional materials.
Reviewing the literature about the principles of developing language learning materials, I can find several, which were proposed by Tomlinson (1998) and Howard and Major (n.d) which they called “Guidelines for Designing Effective English Teaching Materials” instead of principles. Howard and Major offer ten guidelines for Designing Effective English Teaching Materials as follows:
1. English language teaching materials should be contextualised.
2. Materials should stimulate interaction and be generative in terms of language.
3. English language teaching materials should encourage learners to develop learning skills and strategies.
4. English language teaching materials should allow for a focus on form as well as function.
5. English language teaching materials should offer opportunities for integrated language use.
6. English language teaching materials should be authentic.
7. English language teaching materials should link to each other to develop a progression of skills, understandings, and language items.
8. English language teaching materials should be attractive.
9. English language teaching materials should have appropriate instruction.
10. English language teaching materials should be flexible.

References :
• Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.
• https://www.wested.org/wp-content/uploads/2017/03/resource-selecting-instructional-materials-brief-1-quality.pdf
• http://ejournal.unp.ac.id/index.php/selt/article/viewFile/8026/6128

Jawaban 10:

1. The case to be studied
The case to be studied is criteria to evaluate instructional materials, techniques in adapting instructional materials, materials and media evaluation. These three topics are relating each other.

2. The criteria to evaluate instructional materials
- Pre-evaluation
On this step, we may ask the pre-test takers to check materials, and after the criteria is created, we make a questionnaire that is filled by learners and peers as the evaluators.
- Peer-test
We may ask a colleague to evaluate materials by using the criteria design. So, there must be instrument filled by some evaluators (learners, teachers, colleagues)
- Revision and finalization
Revision and finalization are needed after evaluating the materials.
Here, we must read and analyze the questionnaire and comments from learners and peer per-test; interpret the data from pre-test and check the points that need improvements; underline data and improvement points;discuss the revised points and how to revise it; then make the final materials.
- Evaluation
The last step or criteria is to arrange place and time; assign roles, duplicate materials, curriculum units, questionnaire, equipment (PC, LCD, Projector, Tape Recorder, TV set, radio, HP, etc)

These for criteria is an integral steps to be conducted in order to have an appropriate materials.

3. Techniques in adapting instructional materials
Material adaptation is made to fulfill the needs of specific program or students by adding enrichment materials and deleting materials that are not relevant with the program. So, it must be done by syllabus designers and teachers to meet their own classroom needs that is based on their competence, experience, belief and student’s background. In this case, material adaptation aims to maximize the effectiveness of teaching materials. Modifying the materials in order to meet student’s need and fit the purposes is very important. Addition, no addition, and reduction or deletion can be done without changing the quantity of activities.
Tomlinson and Masuhara (2004) stated the adaptation of materials in three categories viz. Plus, Minus and Zero. Plus is when we add and expand materials for enrichment. Minus is to omitt, delete, or reduce irrelevant materials which does not fit the purposes of the program. Zero means that we do not make any modification on the materials that is provided.
The book we use in teaching English at school is mostly categorized on the zero adaptation. Many teacher do not make any change based on syllabus, and most teachers use one book, without making integral and modifying materials. I think the book provided by government for curriculum 2013 ‘ Rings the bells’ etc for grade VII, VIII and IX, need to be adapted based on the condition, situation, background, social life, experience, and student’s interest. However the new released book for Kurikulum Merdeka for Grade VII etc, is quite better than before, we may use it without making adaption but we have to use more attractive media for teaching students in the class.
In addition to this materials adaptation, teachers may apply the steps recommended by Tomlinson and Masuhara:
Profiling – Evaluation – Adaptation – Teaching – Revising

Reference:
Soepriyatna.2019. EFL Curriculum and Material Development.Tangerang Selatan. Universitas Terbuka

Jawaban 11:

1. The case to be studied
Instructional material for teaching Present Simple and Present Continuous for the first semester of university students majoring in Economy.

2. The criteria to evaluate instructional materials
Soepriyatna (2019) states that a framework to set the criteria should be identified in materials evaluation. The criteria are developed to decide whether materials are selected, adapted, or developed. Moreover, the purpose of the evaluation should be considered to focus on particular criteria. Criteria and the purpose will become the guideline in evaluation. The criteria can range from universal to specific criteria.
There are some general criteria for materials evaluation proposed by Learning Resources Evaluation Guideline in Soepriyatna (2019) that can be used as a reference.
1. Physical Quality
The materials recommended are durable and accessible for learners.
2. Content Format
The materials recommended are accurate, authentic, current and suitable to or the learner's cultural background context.
3. Social Considerations
The materials recommended avoiding inequality of gender bias, status, religion, race and sexual orientation.
4. Instructional Design
The materials have to relate to the curriculum and consistently the learning philosophy. In addition, the instructions require students to force themselves to understand the materials and achieve the objectives.
5. Qualifications of Developer
The materials have been developed and validated by qualified people
6. Cost
The materials are reasonable regarding the cost or budget.

3. Techniques in adapting instructional materials
There are multiple approaches available for modifying the materials. These techniques are classified depending on inclusion or exclusion. Tomlinson and Masuhara in Soepriyatna (2019) classify the strategies as Plus, Minus, and Zero.
- Plus: The teacher can add new texts and/or activities, or they can expand existing texts and activities by increasing their length, complexity, and so on.
- Minus: text and activities may be eliminated, subtracted (the number of phrases in a text or a portion of an activity may be decreased), or reduced (in terms of length, difficulty, depth, etc.).
- Zero: Teacher may make changes to instructions (modification) or swap one activity with another (replacement) or change the position of texts and illustrations (reorganization) or change the sequence of the activities (re-sequencing) or change the genre of a text (from narrative to poem) or move the content from one medium to another (e.g. print to online) ( conversion).

I adapted some information from Finance Student's book for this assignment. This manual is designed to instruct undergraduate Finance majors who study English for Economy. In unit I, students will identify two tenses, present simple and present continuous, and construct sentences using proper/standard English grammar patterns. I prepared the adapted instructional material using Sway. Microsoft Office's new Sway program simplifies creating and sharing interactive reports, personal stories, and presentations. I applied two techniques for adapting material.
- Plus: I inserted a video that explained the differences between simple present and Present Continuous. I also expanded existing texts and activities to make students understand and practice the theory.
- Minus: I eliminated some text and activities to avoid students’ boredom with long and complicated material.
To sum up, I easily adapted the content by including text and images and searching for and importing pertinent information from other sources with the help of Sway. Lastly, I also prepared a Flipbook for students. This online book portrays the grammatical characteristics of Present Simple and Present Continuous in an attractive and colorful design. Hopefully, students are eager to learn and practice the material by combining the Sway and Flipbook online programs.

Reference

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 12:

The case-study method is particularly suitable for involving students in spoken interactions, such as discussions. The English languange skills required for formal discussions include the ability to follow the discussion by understanding points given prominence, keeping up with animated debate and the ability to contribute by probing, evaluating and challenging the contributions of others and arguing one’s own position convincingly.A case study also supports interactions through goal-oriented co- operation that leads to collaborative, task-focused work, such as discussing a document. Furthermore, case studies provide training in reading comprehension, audiovisual or aural comprehension (when students watch a video or listen to a recording), and possibly written and oral production, such as writing a report or addressing an audience when presenting solutions.
Case studies can be tailored to different language levels and teaching situations, such as English for specific purposes (ESP) or content-based learning (language acquisition combined with the study of a subject matter). Topics may range from everyday issues to high-content cases that require in-depth subject-matter knowledge and involve the analysis of accompanying data such as graphs, charts, and other supporting documents.The more complex the case is, the more specific the knowledge and the more specialized the language students will need. High-context cases are therefore suitable for learners who have sufficient proficiency in English and specialized knowledge about the subject; If teachers want to create their own subject- specific case studies, they may consider the possibility of collaborating with a specialist subject teacher.

A case study should be based on the description of a particular situation or conflict-arousing issue to which students can relate.Teachers can use ready-made cases studies that are included in some coursebook packs and found on reputable Internet sites, or they can write their own cases.Teachers can create original cases based on current affairs or on topics contained in the coursebook. Articles and other materials (videos, practical tips, PDF brochures, menus, etc.) available on the Internet can either be used as source texts for the case study or be adapted for classroom use.

General guidelines and steps for implementing a case study
The following guidelines can help students write a case study:
• When you are writing a case study, you are telling a story. Do not analyze the situation; just describe it.
• You need to address the following questions:
o Who are the protagonists, and what are their roles? (Change the names if they are based on real people.)
o What are the key problems and issues?
o What background information and relevant facts do others need to know to understand the case?
• Make sure your story is coherent.This means that the argumentation needs to
be consistent.The order of events—the timeline—must be easy for a reader to follow, and the relationship between cause and effect in the events must be clear.
• Provide supporting data if necessary (links to statistics, facts about the problem, a video that provides useful background information, etc.).
• Use paragraphs to structure the information. Each paragraph should be limited to the discussion of one aspect of your story and backed up with details. When you move on to another aspect, start a new paragraph.
The case-study method usually involves the following steps:
Step 1:The teacher introduces the situation and, if necessary, relevant vocabulary.
Step 2: Everyone reads the case study and analyzes additional materials.
The following procedure can help students analyze a case systematically:
o describe the context of the situation/ problem
o describe the main issues/problems
o describe the causes of the problem (there is usually more than one)
o identify possible solutions
o determine the advantages and disadvantages of each option
o decide on the best solution/action
Step 3: Students discuss possible solutions, usually in small groups.
Students may visually represent the aspects
of the case by drawing a mind map or mapping out the elements of the story and the relationships of the people involved, causes of the problem, and possible solutions.
Step 4: Students present and justify the solutions, usually with the whole class.
Step 5: Everyone participates in a feedback session, typically led by the teacher.
Step 6: Students reflect on the case study itself and on the procedure.
The duration of each step, particularly the reading and discussion stages, depends
on the length and complexity of the case study.

Materials adaptation

Littlejohn (2011) suggests that the following aspects of the target situation should be taken into account when adapting ELT materials:

the cultural context,
the educational institution,
the course aims, content, methodology and means of evaluation,
the teachers,
the learners.
Only after integrating this information with the material evaluation will teachers be in a position to decide if the material should be rejected, adopted, adapted or supplemented.

On the other hand, McDonough, Shaw & Masuhara (2013: 69) argue that the following principles should guide materials adaptation:

Personalizing, “(…) increasing the relevance of content in relation to learners’ interests and their academic, educational or professional needs”.
Individualizing, addressing “(…) the learning styles both of individuals and of the members of a class working closely together”.
Localizing, taking “(…) into account the international geography of English language teaching”.
Modernizing, “(…) not all materials show familiarity with aspects of current English usage, sometimes to the point of being not only out of date or misleading but even incorrect.

Evaluating language teaching and learning materials is really important in successful language teaching because it encourages us to be a reflective practitioner (Schon 1983) and actively reflect on what we need/want from materials, how they are used in practice and to what effect. In essence, if we use materials in our teaching i.e. do not use the dogme approach, the evaluation of materials is vital for us to move-forward, to constantly respond to our learners needs and wants, our micro and macro contexts (McGrath 2013, p. 53) and in doing so, maintain our learners motivation and interest (Norton 2011). McGrath (2002) developed this three-phase evaluation cycle idea and referred to them as pre-use, in-use and post-use. The stress here is that the evaluation is a conscious and constant act that takes place throughout the use of material and not just in the selection stage when identifying materials for a course. In this post as in the last, the word material will refer to coursebooks.

This week’s readings (Johnson 2008; Littlejohn 2011; Tomlinson 2012; McGrath 2013) on material evaluation also referred to materials analysis and I would like to attempt to define and clarify both before I continue, as there are significant differences that will infer a rational for my evaluation framework:

Materials analysis examines exactly what is in the coursebook and its purpose is “descriptive analytical” (McGrath 2013, p. 53), investigating exactly “what they contain, what they ask learners to do and what they say they are trying to achieve” (Tomlinson 2012, p.148). Materials analysis gives the teacher, hopefully in the pre-use selection process, “a thorough means of testing the claims made by publishers and textbook writers” (McGrath 2013, p. 53) but this could equally happen in its post-use analysis.

Materials evaluation on the other hand is linked to the intended teaching and learning context of the coursebook and is “inevitably subjective and focuses on the users of materials” (Tomlinson 2012, p. 148). Materials evaluation can take place pre-use and be “predictive” where the teacher predicts the success of the coursebook in a particular context with specific learners or post-use and be “retrospective”, where the teacher attempts to assess the actual success of the coursebook, separating it from other variables, on his/her learners. The third phase of McGrath’s cycle in-use informs teaching practices and use of the coursebook as it is used, I.e. reflection-in-action (Schon 1983).

The pre-seminar task was to work in small groups to create an evaluation framework of one or two pages of chapter 4 from the ELT coursebook. Unfortunately I wasn’t able to work with anyone on the task and absence from the seminar may result in my framework and interpretation of evaluation materials being a lot more subjective than intended.

Material evaluations are highly subjective anyway and many of the lists of evaluation criteria are specific to a context of learning and cannot be transferred to other contexts without considerable modification. In this regard, the collaborative aspect of the pre-seminar task would have been extremely useful in encouraging to share and reflect on how, what and why we evaluate materials but our responses would have arguably differed in light of our different contexts, especially taking into account the fact that the only MFL teacher out of a class of English language teachers. Likewise, our experience of teaching and of evaluating language materials would have differed significantly and this too could have been exposed in our framework. The more teaching experience an evaluator has the more able he or she is to view a textbook with detachment, and take account of other users’ needs as well as his or her own. Are language materials in a target language removed setting? used by non-native language teachers, viewed and used by native language teachers, in the same manner as materials in a target language embedded setting? From discussions in class it seems to depend on the context.

The teacher who evaluates the materials and how they evaluate them must therefore reflect the specific context, experience, wants and needs. If the same teacher is evaluating the materials as designing the evaluation framework then these factors will ultimately affect the design and make the framework itself subjective. Having previously evaluated the suitability of a coursebook for language course and having only used experience and contextual knowledge as a basis for un-written criteria, can fully appreciate teacher and contextual influences.

The authors distinguish the following techniques for adaptation: adding, including expanding and extending; deleting, including subtracting and abridging; modifying, including rewriting and restructuring; simplifying; and reordering.

References

LITTLEJOHN, A. 2011. The analysis of language teaching materials: Inside the Trojan Horse. In Materials Development in Language Teaching (2nd Edition). Cambridge University Press.

MCDONOUGH, J., SHAW, C., AND MASUHARA, H. 2013. Materials and Methods in ELT. A Teacher’s Guide (3rd edition). Wiley-Blackwell, UK.

Jawaban 13:

There are a few reasons why teachers should choose the material carefully
first, to ensure that the materials chosen can pique students' attention, maturity, learning preferences, and talents.
Secondly, to offer resources that can pique students' interest in literature, society, and factual information.
Third, to offer resources that can help students practice and strengthen their critical thinking skills.
the provision of materials that reflect the diversity of various ethnic groups, faiths, and civilizations.
Lastly, to put reason above prejudice and the rule of law over personal opinion.

There are some rules for choosing instructional materials, and teachers must make sure the content chosen satisfies the course's intended learning objectives and assessments. Teachers must also create or choose the material before using it in the course.
Practically purposes, this selection procedure will concentrate on the content, methodology, and non - linguistic components. Language content will concentrate on language forms and skills, methods of what students should learn, and non-linguistic factors on the subject matter, social values, and non-linguistic aspects of the issue.

The three strategies of plus, minus, and zero can be utilized to adjust the materials.
Adding materials is a positive. For enrichment, books, activities, or exercises, for instance, are added to the contents.
A content is decreased or removed, as when only the first paragraph of an essay is discussed, or when an activity is skipped because there are too many for the pupils to complete.
When there is modification but no change to the activity's quantity, the value is zero.

There are five procedures of materials adaptation which are profiling, evaluation, adaptation, teaching and revising.

Jawaban 14:

Successfully selecting material that fits the program/learners does not necessarily and the process. Many times those materials should be specifically adapted to match specific needs. The purpose of materials adaptation is to make the material more suitable for the target program/students where the material is going to be used. Teachers are allowed to adapt some material based on their personal beliefs, experiences, and intuition (Tomlinson & Masuhara, 2004). Material adaptation is guided by principles of language, and language learning theory that the teacher program developers hold.
Principles and Procedures of Adapting
Edge and Wharton (1998) suggest that ' experienced teachers do not tend to follow the script of a course book inflexibly. They add, delete and change tasks at the planning stage, and they reshape their plans during the lesson in response to the interaction that takes place'(p.300) According to Allwright (1999, p.25)), textbooks are respected as ' resource books for ideas and activities rather than as 'instructional materials. However, if this receptacle of ideas is not employed right, it can be a source of deviation. Modern teaching methodology emphasizes the importance of identifying and teaching to the individual needs of learners. English language classrooms are diverse places not only in terms of where they are situated but also in terms of the individual learners within each context. Commercial materials particularly those produced for the worldwide EFL market is that they are not aimed at any specific group of learners or any particular cultural or educational context. For many teachers designing or adapting their own teaching materials, enables them to take into account their particular learning environment and to overcome the lack of 'fit' of the course book. We will now take a look at some of the principles and procedures of adapting teaching materials and here they are adding, deleting, modifying/rewriting, simplifying, and recording.
Adding
The notion of addition is, on the face of it, straightforward, implying that materials are supplemented by putting more into them while taking into account the practical effect on time allocation.
Deleting or omitting
Deletion is clearly the opposite process to that of addition. Addition and deletion often work together. Material may be taken out and then replaced with something else.
Modifying/ Rewriting
Modification is a very general term in the language applying to any kind of change. In other words, the act or process of changing something in order to improve it or make it more acceptable is known as modification or rewriting.
The most frequently stated requirement for a change in focus is for materials to be made more communicative. This feeling is voiced in many teaching situations where text books are considered to lag behind an understanding of the nature of language and students' linguistic and learning needs.
Rewriting, therefore, may relate activities more closely to learners' own backgrounds and interests, introduce models of authentic language, or set more purposeful, problem solving tasks where the answers are not always known before the teacher asks the question.
Adapting Instructional Materials
Adaptations that demand the most time and resources may be those requiring direct interaction of the student with another person. From the perspective of teachers, parents, and students, one-to-one assistance in learning from instructional materials with a trained professional is ideal for students with extraordinary educational needs. Direct assistance in learning from instructional materials can take many forms:
1. Reading printed materials aloud to the student.
2. Providing guided instruction before, during, and after reading printed materials.
3. Adjusting the pace of instruction.
4. Teaching prerequisite information so that students can use materials independently.
5. Monitoring student understanding and mastery of the materials.
6. Reteaching if necessary.
However, providing such assistance is not an economic reality in most general education settings or, increasingly, in special education settings where the student caseload is unusually high. How else can teachers ensure that students have the intensity of instruction and support they need to be successful with the curricular materials? Teachers who are the most successful in providing direct assistance are those who collaborate constructively with other professionals, enlist and empower other adults, and promote positive peer instruction among students.

Jawaban 15:

Material adaptations are purposefully made for the target programs/ students to use the materials more suitably. Tomlison and Masuhara in Soepriyatna said that "teachers are allowed to adopt some materials based on their personal beliefs, experiences, and intuitions." (2019:9.2). The adaption is modified by the teacher based on what the belief of the teacher experiences, and intuitions, however, it indeed is guided by the principals of language, language learning theory that the teacher carries. The example will be described below with

1.  The case to be studied: taken for one of the lessons developed from the previous syllabus submitted in discussion 11, lesson 6 materials, developed from the primary source, added source - a video taken from youtube. The primary source, "The CELTA Course of Trainee book, "is considered because it covers teaching knowledge that will help the students develop their teaching practice. The video from youtube also supports the primary material assisting what is discussed. Soepriyatna said that "material adaptation is changing particular materials to fulfill the needs of specific programs or students - by adding enrichment materials, deleting parts which are not relevant with the program, using only part of materials, shortening/ lengthening an activity or even changing the order of activities. "(2017, p. 9.1).

2.  The criteria to evaluate instructional material: The evaluation seeks the most fitted materials to achieve the course objective. There are some steps to follow to be able to develop the criteria, which are (1) brainstorming a list of universal criteria of evaluation, (2) subdividing some of the criteria, and (3) monitoring and revising the list of universal criteria. Then, it continues specifying more specific criteria, such as media-specific criteria, content-specific criteria, age-specific criteria, and local criteria:

Some of the steps regarding the project case:

3. Techniques in adapting instructional materials

Several techniques can be used in adapting the materials. Those techniques are categorized based on addition or omitting. Tomlinson and Masuhara in Soepriyatna (2009: 9.4) organize the techniques into Plus, Minus, and Zero. 

Plus is when materials are added. For example, based on the case to be studied, more texts are added to give more enrichment from another source; additionally, there is a video from youtube for observation, and activities or exercises are added to the materials for enrichment to tally the stages from warmer to production. 

Minus is when materials are omitted/ reduced; for example, based on the case to be studied: management classroom tasks are not used since adjusting with the time allotment. 

Zero is when there is modification without changing the quantity. For example, based on the case to be studied, instruction for a particular activity is modified to clarify it. 

Reference: 

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 16:

1. The case to be studied

1.     Topic: Reported Speech

2. The criteria to evaluate Instructional materials
     There are some general criteria for materials evaluation:

1.     Physical quality: the materials recommended are durable and accessible for learners

2.     Content/format: the materials recommended are accurate, authentic, current and suitable for the learner’s cultural background context.

3.     Social consideration: the materials recommended avoid inequality of gender bias, social status, religion, races and sexual orientation.

4.     Instructional design: the materials have to relate with curriculum and have consistency with the learning philosophy. In addition, the instructions require students to force themselves to understand the materials and achieve the learning objectives.

5.     Qualifications of developer: The materials have been developed and validated by qualified people.

6.     Cost: the materials are reasonable regarding to the cost or budget.

3. Techniques in adapting instructional materials
     There are several techniques that can be used in adapting the materials. Those techniques are categorized based on addition or omitting. Tomlinson and Masuhara (2004) categorize the techniques into plus, minus, and zero. Plus is when materials are added. For example, text, activities, or exercises are added to the materials for enrichment. Minus is when materials are omitted/reduced, for example, an essay was discussed only its introductory paragraph, or an exercise is omitted because there are too many exercises the students should do. Zero is when there is modification without changing the quantity. For example, instruction for a particular activity is modified to make it clear.
In other way, Tomlinson and Masuhara (2004: 15) presented about the procedures of materials adaptation, namely:

1.     Profiling. Teaching context should firstly be profiled.

2.     Evaluating. Evaluate the materials to be adapted.

3.     Listing. The prospective materials are listed along with their correspondent course goals and objectives.

4.     Adapting. Take listed materials an adapt them for specific needs of the programs/course.

5.     Teaching. The adapted materials are implemented in the teaching learning process.

6.     Revising. Check what should be added or deleted, this will lead to a new cycle of the procedures.

Reference
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 17:

The case to be studied is the topic or the material that is going discussed. Instructional materials are designed for use by students and teachers as a learning resource for students to acquire essential knowledge, skills, abilities, and dispositions. This includes print and non-print materials, including comprehensive/core textbooks, and web-based or electronic instructional materials.
The four main areas of criteria used to choose instructional materials are accuracy and visual appeal, standards alignment and depth of knowledge, usability and support, and engagement and the capacity to satisfy the requirements of students

Jawaban 18:

1. The case to be studied

STUDENTS’ PERCEPTION ON THE USE OF QUIZLET IN LEARNING

VOCABULARY

2. The criteria to evaluate instructional materials

Learning goals	To enhance students’ English vocabulary that is a basic competency that must be achieved to support other competencies in English.
Coherence	Quizlet is an app that invites students and teachers from all over the world to come together and create learning sets which have a lot of  really nice games and activities that we can use it
Learning experiences	Based on students’ engagement toward Quizlet that students convey their engage while using Quizlet make them happy and interested in learning.
Monitoring learning	Students find that Quizlet is able in increasing their involvement with other students, and students can find their tendencies in using Quizlet, such as Flashcards, Match, Spelling, and Quizlet Live.

 3. Techniques in adapting instructional materials

The materials can be modified using a variety of methods. These methods are divided into two categories based on include or excluding. In Soepriyatna (2009: 9.4), Tomlinson and Masuhara categorize the approaches into Plus, Minus, and Zero. When supplies are added, it is a plus. Conversely, Minus denotes a reduction in resources, and Zero denotes a modification without altering the quantity.

Plus	When everything involves digital tools to do especially for students in the age of senior high school students. Quizlet is considered to be one of the tools that can make students feel comfortable and enjoyable in learning vocabularies through its features.
Minus	Schools lack the necessary infrastructure, such as computers, to make use of this application. So students have to use their mobile phone with them to study.
Zero	Quizlet especially in flashcards help students a lot in learning vocabularies and keep that in their mind due to the way of learning which is fun and digital.

 

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 19:

1. The case to be studied (Topic) Tenses

2. The criteria to evaluate instructional materials:
To ensure that the selected materials will aid in achieving course objectives, materials should be reviewed. Goals and objectives serve as the constant guides for the materials evaluation process. Finding the best resources to meet the course's objectives is the goal of the materials review process.
Physical quality (durable and accessible for learners), content and format (accurate, authentic, current, and appropriate for the learners' cultural background context), social considerations (avoid inequality of gender bias, social status, religion, races, and sexual orientation), instructional design (relate to curriculum and have consistency with the learning philosophy), and qualifications of the develo (a reasonable budget). Questions and statements for evaluation can be created after creating universal criteria and segmenting them. For instance, does the content include exercises that support students' communication goals? Does it appeal to the intended students? How well does the content support efforts to meet the objectives and descriptors of the course? Which activities are most communicative?

3. Techniques for adapting instructional materials
• The selected material needs adaptation to really fit with the course.
• The following are the techniques for adapting instructional materials:

First, Study the goal and objectives of the course.
Goal the end of the course, the students are able to apply every tenses in sentences.
Course objectives: 1.Students are able to complete the cloze sentences using 16 tenses, 2. Students are able to write sentences using 16 tenses, and 3. Students are able to write sentences using 16 tenses.
Second, evaluate the materials to be adapted, then. list prospective materials along with their correspondent course goals and objectives.

Addition (materials require definitions, examples, and exercises), deletion (certain texts need to be removed), modification (a number of instructions need adjustments), and restructuring are adaptation approaches (change the position of text and examples).
Goals/objectives: Goal the end of the course, the students are able to apply every tenses in sentences.
Course objectives: 1.Students are able to complete the cloze sentences using 16 tenses, 2. Students are able to write sentences using 16 tenses, and 3. Students are able to write sentences using 16 tenses.
Second, evaluate the materials to be adapted, then. list prospective materials along with their correspondent course goals and objectives.

Fourth is adapting. Take the listed materials and adapt them using any adaptation techniques.
Adaptation techniques include addition (materials need definition, examples, and exercises), deletion (removing some texts), modification (several instructions need changes), and reorganization (changing the position of text and examples). The fifth is teaching -> the adapted materials in the teaching and learning process. See if the materials fit the program, the last is revising. The result of your observation will tell you what needs further adaptation.

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 20:

1. The case to be studied: Adjective Clause
2. The criteria to evaluate instructional materials
To make it easier for students to learn about sentences in simple and complex forms, fun grammar is needed to teach about adjective clauses. delivery of material, for example, begins with a basic explanation of the use of examples of adjective clauses. starting from the use of who, which, and that. if they can understand it then proceed to where and when after that whose then difference between identifying and non identifying adjective clause.
Use similar sentences that only differ by punctuation to illustrate the difference in meaning. In example A, I have more than one brother, but both of them live in different cities so I can identify them by this information. In sentence B, I only have one brother, so I’m giving extra information that you don’t need to know to understand who I’m talking about.
Remind that extra information = extra punctuation, and we only use commas with non-essential adjective clauses. We also only use wh- words in these clauses (no that allowed). Practice reading these sentences out loud to show how the comma creates a pause.
3. Techniques in adapting instructional materials
Step 1: Study the goal and objectives of the course.
• Goal: By the end of the course, the students are able to properly apply Adjective Clause
• Course objectives: Students are able to complete sentences using Adjective Clause
Step 2: Evaluate the materials to be adapted.
Teachers need to re-evaluate the material to be adapted
Step 3: List prospective materials along with their correspondent course goals and objectives.
Take the listed materials and adapt them using any adaptation techniques Adaptation techniques include addition materials need definition, examples, and exercises
Step 4: Adapting: Adaptation techniques include addition materials need definition, examples, and exercises
Step 5: Teaching: Use the adapted materials in the teaching and learning process.
Step 6: Revising: The teacher needs to revise the material that has been adapted if it is deemed necessary to add references or improvements

Jawaban 21:

Referring to Soepriyatna (2017), material adaptation is changing particular materials to fulfill the needs of specific programs or students - by adding enrichment materials, deleting parts which are not relevant with the program, using only part of materials, shortening/ lengthening an activity or even changing the order of activities.

1. The case to be studied
The case to be studied is taken from the learning material of writing a job application.
In this material, students are expected to be able to describe clearly their ability and competency in order to make the reader get a clear and sharp information of the candidate. Relating to material adaptation, I would like to on the adaptation of the content format, in terms of authenticity, and suitability to the learner’s background.
The students I am teaching currently are now learning to become chemical analyst and they will be chemical analyst when they graduate. It is important for them to be able to describe what they can do as chemical analyst and be able to give a clear picture of the competency on the job application. For that reason, it is necessary to adapt the needs of the ability to describe a specific profession of chemical analyst.

2. The criteria to evaluate instructional material
Soepriyatna (2019) states that a framework to set the criteria should be identified in materials evaluation. The criteria are developed to decide whether materials are selected, adapted, or developed. Moreover, the purpose of the evaluation should be considered to focus on particular criteria. Criteria and the purpose will become the guideline in evaluation. The criteria can range from universal to specific criteria.
Here are some general criteria for materials evaluation proposed by Learning Resources Evaluation Guideline in Soepriyatna (2019) that can be used as a reference:
1. Physical Quality
The materials recommended are durable and accessible for learners.
2. Content Format
The materials recommended are accurate, authentic, current, and suitable to or the learner's cultural background context.
3. Social Considerations
The materials recommended avoiding inequality of gender bias, status, religion, race and sexual orientation.
4. Instructional Design
The materials have to relate to the curriculum and consistently the learning philosophy. In addition, the instructions require students to force themselves to understand the materials and achieve the objectives.
5. Qualifications of Developer
The materials have been developed and validated by qualified people
6. Cost
The materials are reasonable regarding the cost or budget.

3. Techniques in adapting instructional materials
Several techniques can be used in adapting the materials. Those techniques are categorized based on addition or omitting. Tomlinson and Masuhara in Soepriyatna (2009: 9.4) organize the techniques into Plus, Minus, and Zero.
Plus is when materials are added. For example, based on the case described above, it is necessary to add vocabulary related to the competency of a chemical analyst in order to be precise in describing profession. The exact example is: I am able to conduct chemical analysis by using conventional, microbiological, and instrumental methods.
Minus is when materials are omitted/ reduced. For example, if some information is not necessarily mentioned on the application because it should be brief, then the information should be omitted. The exact sample is; no need to mention informal social media.
Zero is when there is modification without changing the quantity. For example, today it is necessary for an applicant to put barcode on the application letter.

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka

Jawaban 22:

1. The case to be studied
Text-based Materials

2. The criteria to evaluate instructional materials
As you look at text-based materials, there are a few things to consider.
• Are instructional materials with a teaching purpose (so not journal articles, primary sources, etc.) written in a friendly and conversational tone?
• Are materials written at an appropriate reading level for our students? Realize that this is going to be lower than our reading level, so what sounds fine to us may leave our students struggling. If we aren’t sure, we can run part of it through a Readability Checker.
• If it’s a scanned document, is the quality of the scan good enough that it can be easily read? If it’s skewed, blurry, or grainy, it’s best to go through the library and get a better version. If it’s an article, it may be available through the library full-text databases.
• If it’s a scanned document, is it actually made of text or is it literally a photograph of the page? If you click on the page, and it turns blue, it’s a photograph. See Accessible PDF Files in the Canvas Semester Checklist for instructions on how to fix this, as well as how to rotate pages, so students aren’t tilting their heads sideways to read.
We’ll also want to identify things in the material that need your explanation or commentary. If we normally talk through a resource in class, we’ll need to provide that scaffolding to our students online.

3. Techniques in adapting instructional materials
To ensure that the resources are appropriate for use in the teaching and learning process, teachers might change the materials. According to Soepriyatna (2019), citing Tomlinson & Masuhara (2004), teachers can choose to employ only a portion of a unit, add or remove texts or activities, or substitute or supplement texts or activities with ones from other sources. It implies that the methods of material adaptation can be divided into Plus, Minus, and Zero. When supplies are added, it is a plus. When materials are eliminated or reduced, the term Minus is used; when the quantity is modified, the term zero is used.

I chose the available instructional resources and then assessed whether they complied with the standards for evaluating instructional materials. Then, I added some tasks to the teaching materials to test the students' comprehension of the text-based contents, using the Plus technique.

Thank you,

References :
• Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.