ENGLISH FOR SPECIFIC PURPOSES

MATERIALS DESIGN

LECTURER : Mr. KOKOK DJOKO PURWANTO, M.Pd

THE MEMBERS OF 10th GROUP XR CLASS :

1. Leni Miftahilah 201312500205

2. Nur Halimah 201312500184
3. Tuhfatul Muna 201312500152
4. Yani Handayani 201312500185

ENGLISH EDUCATION PROGRAM

FACULTY OF LANGUAGES AND ARTS
UNIVERSITY OF INDRAPRASTA PGRI
2016
MATERIALS DESIGN

The characteristic in ESP practice is materials writing. In marked contrast

to general English teaching, a large amount of the ESP teachers time may well
be taken up in writing materials.

There are some reasons for this:

a. A teacher or institution may wish to supply teaching materials that will fit
the specific subject area of particular learners. In addition to the profusion
of subject specialism. ESP course can vary from one week of intensive
study to an hour a week for three years or more.
b. Even when suitable materials are available, it may not possible to buy
them because of currency or import restrictions.
c. ESP is also for non-educational. For example to pull up the reputation of
an institution.

And here, there is already an established tradition of ESP teachers,

producing in-house materials. These may be distributed to other institutions or
even published, but in general they are written by teacher to their students in
the institutions. Few have had any training the skills and techniques of
materials writing. It also shows a rather a cavalier attitude to the activity of
materials writing, implying, as it does, that if you can teach you can write
materials. And in other hand, it can be argued that the process of materials
writing may help to make teacher more aware of what is involved in teaching
learning.

Material writing is a fact of life for a large number of ESP teachers. And
below are some techniques for producing useful and creative ESP materials.

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I. DEFINING OBJECTIVES

In define the purpose, we can identify some principles which will guide
us in the actual writing of the materials.

a) Materials provide a stimulus to learning. Good materials will, therefore,

contain :
Interesting texts
Enjoyable activities which implicate the learners thinking capacities.
Opportunities for learners to use their existing knowledge and skills.
b) Materials help to organize the teaching-learning process, by providing a
path through the complex mass of the language to be learnt. Good materials
should, therefore, provide a clear and coherent unit structure which will
guide teacher and learner through various activities in such a way as to
maximize the chances of learning. This structure should help the teacher in
planning lessons. A materials model must be clear and systematic, but
flexible enough to allow for creativity and variety.
c) Materials embody a view of the nature of language and learning.
d) Materials reflect the nature of the learning task. Materials writing was a
simple task of isolating the structure writing a text exemplify it and pattern
drills to practice it. Materials should try to create a balanced outlook which
both reflects to complexity f the task. Yet make it appear manageable.
e) Materials can have a useful function in broadening the basis of teacher
training, by introducing teacher to new techniques.
f) Materials provide models of correct and appropriate language use.
Language teaching materials should not be the kind of beginners guide to
applied linguistics, which is so prevalent in ESP.

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II. A MATERIALS DESIGN MODEL

The aim of this particular model is to provide a coherent framework for

the integration of the various aspects of learning, while at the same time
allowing enough room for creativity and variety to flourish. The model consists
of four elements :

a) Input : A text, dialogue, video-recording, diagram or any piece of

communication data. The input provides a number of things :
Stimulus material for activities;
New language items;
Correct models of language use;
A topic for communication;
Opportunities for learners to use their information processing skills;
Opportunities for learners to use their existing knowledge both of the
language and the subject matter.
b) Content focus : Language is not an end in itself, but a means of conveying
information and feelings about something. Non-linguistic content should be
exploited to generate meaningful communication in the classroom.
c) Language focus : Our aim is to enable learners to use language. In language
focus learners have the chance to take the language to pieces, the study how
it works and practice putting it back together again.
d) Task : The ultimate purpose of language learning is language use. Materials
should be designed to lead towards a communicative task in which learners
use the content and language knowledge they have built up through the unit.
These four elements combine in the model as follows :

INPUT

CONTENT LANGUAGE

TASK
The primary focus of the unit is the task. The model acts as a vehicle which
leads the learners to the point where they are able to carry out the task. The

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 language and content are drawn from the input and are selected according to
what the learners will need in order to do the task. It follows that an important
feature of the model is to create coherence in terms of both language and
content throughout the unit. This provides the support for more complex
activities by building up a fund of knowledge and skills.

III. A MATERIALS DESIGN MODEL : SAMPLE MATERIALS

The basic model can be used for materials of any length. Every stage
could be covered in one lesson, if the task is a small one, or the whole unit
might be spread over a series of lessons. In this part we will show what the
model looks like in practice in some of our own materials.
The materials are intended for lower intermediate level students from a
variety of technical spealisms. The topic of blood circulation system can be of
relevance to a wide range of subjects. Here is the example about pumping
system.
Starter every pump is part of a system for moving fluids. The human
body has system for moving blood, how does it work?
It creates a context of knowlegde for comprehension of the input.
It actives the learners minds and gets them thinking.
It arouses the learners interest in the topic.
It reveals what the learners already know in terms of language and
content.
It can provide a meaningful context in the new vocabulary or
gramatical items.
Gathering information- improve the learners knowledge and abilities at
any stage.
Language focus- give practice in some of language elements needed for
the task and the focus in language form not meaning.

IV. REFINING THE MODEL

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 An expanded material model

V. MATERIALS AND THE SYLLABUS

A model must be able to ensure adequate coverage through the syllabus
of all features identified as playing a role in the development of learning. In
addition to have an internal coherence, therefore, each unit must also relate
effectively to the other units in the course. There units must be coherence
between the unit structure and the syllabus structure to ensure that the course
provides adequate and appropriate coverage of syllabus items. However, the
identifying features of the model with syllabus features does not mean that they
only play a role in that position, nor that other factors are not involved in that
position. Thediagram aims to show the main focus of each element in the
materials.

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There are two types of model which are used in the material design process :

a. Predictive
This kind of model provides the generative framework within which
creativity can operate. The unit model is one of this kind. It is a model that
enables the operator to select, organise and present data
b. Evaluative
This kind of model acts as a feedback device to tell you whether you have
done what you intended. The syllabus / unit interface model is one of this
kind. Typically it is used as a checklist. Materials are written with only
outline reference to the S/UI. Then enough material is available the S/UI
can be used to check coverage and appropriacy.

If the models are used inappropriately, the materials written with almost
certainly be swamped with factors to consider that they will probably achieve
little of worth.

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VI. USING THE MODELS : A CASE STUDY

The models we have presented are ones that we have

used in preparing the materials.

The difficulties that found in applying this model are :

1. They were mostly descriptive. There is little that done with reading and
answering comprehension questions.
2. They contained a lot of very specific vocabulary which be effectively
explained with realia.
3. More difficult to make them understand when they have no vocabulary
before.

A new need analysis that found:

1. The first years work was on general technical topics

2. Lecturer assumed that students know little or nothing about the material
3. Lecturer made wide use of references about the topic in teaching the
specific subjects.

Here is the guidelines steps for using the models and illustrated them:

1. Find your text

It should be occurred naturally.
It should be interest.
It should be capable of generating the useful classroom activities.

2. Go to the end of the model. Think of a task that the learners could do at the
end of the unit.

3. Go back to the syllabus.

4. Decide what language structures, vocabulary, functions, content the input

contains.

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 5. Think of some exercise and activities to practice the items you have
identified.

6. Go back to the input.

7. Go through stages 1-6 again with the revised input.

8. Check the new materials against the syllabus and amend accordingly.

9. Try the materials in the classroom.

10. Revise the materials in the light of classroom use.

V. CONCLUSION

Here we have looked in detail at one of the most characteristic features of

ESP work : materials writing. And we have presented and shown how to
operate a model which puts into practice a learning centred approach to
materials.

We have noted that there is much common ground between learners of

apparently very different subject specialism.
If a new set of materials is needed, the second alternative is to look at
published materials.
Even if the first two alternatives fail to provide exactly what you want, you
can still try adapting exiting material.
The final possibility is to try and reduce the area of the course that will
require new materials. It is highly unlikely that any group of learners will
require completely new materials for every lesson. Look at your course
design and identify those areas that could be covered by exiting materials
with or without adaptation. Then concentrate your materials writing effort
on the remaining areas.

In the end, feel they have to write new materials, for the few hints:

Dont re-invent the wheel. Use existing materials as a source for ideas.
It is better to work in a team, if only to retain your sanity.

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 Dont set out to write the perfect materials on the first draft. Materials can
always be improved. Do what you can and try it out. Use what you learn
from this experience to revise and expand the materials.
Dont underestimate the time needed for materials writing. It can be a very
time-consuming business.
Pay careful attention to the appearance of your materials. If they look
boring and scruffy, they will be treated as such.

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