Diskusi 9 EFL Curriculum and Materials Development

 Please discuss:

1. Principles of materials adaptation
2. Techniques to adapt the materials
3. Procedures to conduct materials adaptation

Jawaban 1:

Materials adaptation is the practice of altering certain materials to satisfy the demands of particular learners. The goal of material adaptation is to improve the material' suitability for the target programs and/or students who will utilize them. The purpose of material adaptation is to make sure that the materials can be provided in a classroom setting.

There are principles to follow when conducting material adaptation. These principles include the theories about language and language learning theory that the instructors or program designers subscribe to. For instance, if a teacher adheres to the idea that reception skills should be developed prior to production skills, they will modify the curriculum and ensure that the students have had adequate exposure to the language before having them speak or write. Teachers will alter the way they provide grammar instruction to make it more communicative if they think that learning a language should give pupils the chance to use it.

The materials can be modified using a variety of techniques. Tomlison and Masuhara (in Soepriyatna, 2019) categorize the techniques into Plus, Minus, and Zero.

·       The first technique is called Plus, and it comes in two types: addition and expansion. This technique is used when materials are added. For enrichment, books, exercises, or other activities might be included with the resources.

·       The second is Minus, which has three types, i.e., deletion, subtraction, and reduction. This technique is used when materials are omitted or reduced. For example, an essay was discussed only in its introductory paragraph, or an exercise was omitted because there were too many exercises the students should do.

·       The last technique is Zero, which has five types: modification, replacement, reorganization, sequencing, and conversion. It is conducted when there is a modification without changing the quantity. For instance, instructions for a certain action are changed to make them more understandable. This technique does not change the quantity of the activity.

Tomlinson and Masuhara (in Soepriyatna, 2019) propose the procedures for material adaptation. There are five steps, which are elaborated on in the following descriptions.
1. Profiling
The activities include studying the course aims and objectives, creating student profiles, determining what language skills and components are expected to be learned, and determining the students' ideas about language and language learning theories.

2. Evaluating

The activities that should be done are searching for readily available sources, such as visiting the library and selecting a number of items for review, and being prepared with the tools that contain criteria for material evaluation.

3. Listing
In order to complete this exercise, make a list of the potential resources and their corresponding course goals and objectives.
4. Adapting
In order to complete this phase, the items on the list must be modified to fit the program's or course's particular requirements.
5. Teaching
In this step, the customized resources are used in the teaching and learning process. We must keep an eye on things to determine if the program-appropriate materials fit, as well as what functions well and what does not.
6. Revising
This stage entails choosing what needs to be added or removed. This will lead to a new cycle of procedures.

Reference:

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

Jawaban 2:

           In order to master a language, materials for teaching English are essential. By all means, they are considered in constructing the lesson plan and the strategies of delivering those materials effectively to the students. On the basis of this regard, those materials are selected, processed which are aligned to the learning goals, learning objectives, students’ cognitive styles and schemata, the characteristics of the subject matter, etc., and evaluated in terms of their strength and weaknesses. The main point here is that they will have a significant impact on the students' learning process by keeping them interested due to the way they are created, their content, their colors, distribution, and context. Even, the application of them may inspire and alter students' attitudes in the classroom. Therefore, selecting materials is not a simple task. This is because successfully evaluating and selecting materials that fit to the program/ students is actually best indicated by the students’ specific needs (Soepriyatna, 2019). Related to this matter, teachers are allowed to adapt some materials based on their personal beliefs, experiences, and intuitions (Tomlinson and Masuhara, 2004 as cited in Soepriyatna, 2019). The purpose of adaptation according to McDonough, Shaw, and Masuhara (2013) is to maximize the appropriacy of teaching materials in context, by changing some of the internal characteristics of a course book to suit the particular circumstances better. The context of teaching materials intentionally specifies the final goal and objectives exactly represented from the students’ prospective achievement through their various learning experiences. For example, subject-specific content can currently be distinguished from generic content by its content in the sciences, medicine, commerce, tourism, etc. Additionally, the usage of the materials for which students the resources are intended to are clearly characterized by content disparities. Owing to these ideas, Tomlinson and Masuhara (2004) in Soepriyatna (2019) assert that teachers have the choice of using only a portion of a unit, adding or removing texts or activities, or substituting or enhancing texts or activities with ones from other sources.
           McDonough, Shaw, and Masuhara (2013: 69) convey some principles of material adaptation. They are as presented in detail below.
a. Personalizing refers to increasing the relevance of content in relation to learners’ interests and their academic, educational or professional needs.
In this case, teachers have the right to provide the teaching materials that eventually stimulate and confront the students’ need and interest along with materials that must be well responded and comprehended. The main point is that they favourably learn the main and supplementary materials through various learning activities and appropriate assessment that strongly establish their knowledge, skills, and other positive non-linguistic factors such as habits, environments, language attitudes, motivations, teachers, and learning evaluations.
b. Individualizing’ will address the learning styles both of individuals and of the members of a class working closely together.
The selected and adapted materials are required to fulfil the students’ need both individually and as needed together. In such ideas, the students will stand in need to respond and comply with any learning tasks and assessment included in it. In other words, there must be positive interaction of three-way-relationship among teacher, students, and materials.
c. Localizing’ takes into account the international geography of English language teaching and recognizes that what may work in certain area or region.
In this phase, there will be adjustment and mutual application between international and local content based materials (generic and specific materials) so the usage of those materials still work properly and appropriately in line with geographical and academic values.
According McDonough, Shaw, and Masuhara (2013), there are some techniques to adapt the materials with each brief explanation as follows:
a. adding
The learning materials are supplemented by putting more into them.
b. deleting
The learning materials are reduced in the length and then, has greater change.
c. modifying
The learning materials need modification and restructure for classroom management heading to total active engagement and participation which are indicated by the students’ interaction during the process.
d. simplifying
The selected learning materials are in line with appropriate features of being coherent, undistorted, correct in grammatical function, and appropriate for explanation.
e. reordering
The learning materials are comprised of the parts of a coursebook in a different order.
           Lastly, regarding procedures to conduct materials adaptation, Tomlinson and Masuhara (2004) in Soepriyatna (2019) proposes them below.
a. Profiling
Teacher must be able to break down the students’ competence in linguistic (language skills) and non-linguistic (psychological constituents) factors which are in line with the course outline created first.
b. Evaluating
The learning materials are selected and then, adapted using the standard criteria for material evaluation.
c. Listing
There will be list of materials required that correspond to course goal and objectives.
d. Adapting
It is advisable that listed materials be adapted in line with course goal and objectives for the specific need of a certain program.
e. Teaching
There must be any follow-up monitoring toward the delivery of the adapted materials in the teaching-learning process. This deals with the strength and weaknesses.
f. Revising
Any emerging weaknesses of the adapted materials represented in direct observations must be monitored cyclically for the purpose of the effective learning materials.

Reference

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

McDonough, Jo; Shaw, Christopher, and Masuhara, Hitomi. 2013. Materials and Methods in ELT: A Teacher's Guide. West Sussex: John Wiley & Sons Ltd.

Jawaban 3:

1. Material adaptation is guided by principles abaout language, and language learning theory that the teachers or program developers hold. In addition, materials adaptation starts with teachers intuitive feeling of something is not right (Tomlinson & Masuhara, 2004). Teachers may find mismatch between the materials and their; teaching environment, learners, materials are too high or too low for the learners, self-preferences, and course onjectives.

2. Techniques to adapt the 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. puls is when materials are added. for example: texts, activities, or exercises are added to the materials for enrichment. Minus is when materials are omitted for example an essay was discussed only its introductory paragraph, or an exercise is omitted because there are too many exercise 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 clearer. This technique doesnt change the quantity of the activity.

3. Procedures of materials adaptation
The procedures presented here is adapted from Tomlinson and Masuhara 2004:15,
a. Profiling - teaching context should firstly be profiled.
b. Evaluating- Evaluate the materials to be adapted.
c. Listing - the prospective materials are listed along with their correspondent course goals and objectives.
d. Adapting - take listed materials and adapt them for specific needs
e. Teaching - the adapted materials are implemented in the teaching learning process
f. Revising - Check what should be added or deleted.

Jawaban 4:

Regardless of how hard textbook writers work to fulfill the needs of their intended users, textbooks are prone to alteration when they are used in the classroom. Teachers are occasionally forced to use materials that have been enforced by authorities. As a result, if teachers want their education to be more successful and entertaining, they must alter the resources they use.

According to McDonough, Shaw, and Masuhara (2013), adaptation is a process that occurs after and is dependent on, adoption. Furthermore, although adoption is concerned with entire coursebooks, adaptation is concerned with the components that comprise that totality.

Material adaptation is guided by principles about language, and language learning theory that the teachers or program developers hold. Teachers who adapt textbooks may change a lesson, activity objectives, a topic, the sequencing of activities, tasks etc. (Masuhara, 2004). Adaptation is accordingly, basically not only about improving textbooks in order to bridge the gap to bridge the gap between the materials learners’ needs (Malley, 2011). It is also about achieving congruence among such related variables as teaching materials, methodology, students, and course objectives (Islam & Mares, 2003).

There are numerous approaches available for modifying the materials. These strategies are classified according on whether they include or exclude something. The strategies are classified as Plus, Minus, and Zero by Tomlinson and Masuhara (2004). When materials are added, it becomes a plus. Texts, activities, or exercises, for example, are added to the resources to enrich them. When elements are eliminated or minimized, for example, an essay was reviewed just in its initial paragraph, or an exercise is omitted since there are too many exercises for the students to complete. When there is no change in quantity, the value is zero. For example, instructions for a certain action are changed to make them more apparent. This approach has no effect on the quantity of activity. Another instance is when activities are rearranged.

According to Tomlinson and Masuhara (2004:15), there are 6 steps in materials adaption process that can be shuffled 

1.    Profiling
In this step, a teacher should profile the teaching context based on the syllabus and find out the course goals and objectives.

2.    Evaluating
In this step, a teacher should examine the materials that will be adapted by looking for available sources from library and select several materials for examination. Prepare an instrument that incorporates material evaluation criteria.

3.    Listing
In this step, a teacher will list the prospective materials along with their course goals and objectives.

4.    Adapting
In this step, a teacher will take the materials listed and modify them to meet the demands of the programs/course using any modification approaches that are appropriate to the course goals and objectives.

5.    Teaching
In this step, a teacher will use the modified material in teaching and learning process, then examine if they match the course.

6.    Revising
In this step, a teacher will examine what should be added or removed and this will result in a new cycle of procedures.

References:

Masuhara, H. (2004). Materials adaptation. In Tomlinson, B. & Masuhara, H., Developing language course material. Renandya, W.A. & Richards, J.C. (Eds.). RELC Portfolio Series 11 (pp. 1-7). Singapore: RELC.

Maley, A. (2011) Squaring the circle – reconciling materials as constraint with materials as empowerment. In: Tomlinson, B. (Ed). Materials Development in Language Teaching. (2nd Ed) Cambridge: Cambridge University Press. Pp.379-402

Islam, C. & Mares, C. (2003). Adapting classroom materials. In B. Tomlinson (Ed.), Developing materials for language teaching. pp. 86-100.

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

Jawaban 5:

A. Principles of Materials Adaptation
A list of learning principles is provided by Tomlinson (1998) as he argued that most teachers feel that these guidelines help students learn effectively. Those principles are listed below.
a) Materials should achieve impact.
The impact is achieved when materials have a noticeable influence on learners, attracting their curiosity, interest, and attention.
b) Materials should help learners to feel at ease.
The majority of language learners gain from feeling at ease, and they miss out on opportunities to learn when they are anxious, uncomfortable, or tense.
c) Materials should help learners to develop confidence.
Confidence can be created by activities that ‘push’ learners slightly beyond their current competency by engaging them in stimulating tasks.
d) What is being taught should be perceived by learners as relevant and useful.
In ESP (English for specific purposes) materials, it is fairly simple to persuade learners that the teaching points are relevant and valuable by linking them to known learner interests and real-life tasks that the learners need or may need to perform in the target language.
e) Materials should require and facilitate learner self-investment.
Materials can help learners to get benefit by giving them focus and activity options, allowing them topic control, and engaging them in learner-centered exploration activities.
f) Learners must be ready to acquire the points being taught.
Materials that create situations that require the use of variational features that have not previously been taught, materials that ensure that the learners have gained sufficient mastery over the developmental features of the previous stage before teaching a new one, and materials that roughly tune the input so that it contains some features that are slightly above each learner’s current state of proficiency can all help to achieve readiness.
g) Materials should expose the learners to language in authentic use.
Materials can expose students to authentic input through the counsel the teachers give, the instructions for their activities, and the spoken and written texts they include. They can also increase exposure to authentic input through the activities they recommend (e.g., interviewing the instructor, performing a project in the local community, listening to the radio, etc.).
h) The learners’ attention should be drawn to the linguistic features of the input.
Schmidt (as cited in Tomlinson, 1998) makes a compelling case for ways that assist learners in recognizing the disparity between their usage of specific English elements and the way these qualities are employed by native speakers. Inviting learners to compare their use of, say, indirect speech with that of a transcript of a native-speaker conversation is one such strategy that may easily be incorporated into coursebook materials.
i) Materials should provide the learners with opportunities to use the target language to achieve communicative purposes.
Using language for communication is attempting to attain a goal in a context in which the learners control the content, techniques, and expression of the encounter.
j) Materials should take into account that the positive effects of instruction are usually delayed.
Acquisition is the product of a long and dynamic process of internal generalization rather than of sudden changes to the learner’s internal grammar. As a result, learners cannot be expected to master a new feature and apply it effectively in the same class. They may be able to practice the feature, recall it from short-term memory, or perform it when prompted by the teacher or the materials.
k) Materials should take into account that learners differ in learning styles.
A learner’s preference for a certain learning method varies depending on what is being studied, where it is being learned, with whom it is being learned, and for what purpose.
l) Materials should take into account that learners differ in affective attitudes.
Each class of learners utilizing the same materials will differ in terms of long- and short-term motivation, as well as feelings and attitudes about the language, their teachers, their fellow learners, and their learning resources.
m) Materials should permit a silent period at the beginning of instruction.
It has been demonstrated that delaying L2 speaking for beginners of a language until they have received adequate exposure to the target language and confidence in comprehending it can be immensely helpful. This silent period can help learners create internalized grammar, which will help them achieve proficiency when they eventually start speaking in the L2.
n) Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement, which stimulates both right and left-brain activities.
Although a narrowly focused series of activities that require very little cognitive
processing (e.g. mechanical drills; rule learning; simple transformation
activities) is important, a varied series of activities that place analytic, creative, evaluative, and rehearsal demands on processing capacity can result in deeper and more durable learning.
o) Materials should not rely too much on controlled practice.
Ellis (as cited in Tomlinson, 1998) argued that the controlled practice appears to have little long-term impact on the accuracy with which new structures are constructed. However, controlled grammar practice activities still feature significantly in popular coursebooks and are considered to be useful by many teachers and by many learners today.
p) Materials should provide opportunities for outcome feedback.
The feedback that prioritizes the effectiveness of the outcome over the accuracy of the output can result in output becoming a profitable source of input.

B. Techniques to Adapt the Materials
McDonough et al. (2013) argued that the techniques to adapt materials consist of:
a) Adding, including expanding, and extending.
Adding describes that materials are supplemented by adding more to them while considering the practical effect on time allocation. Furthermore, the procedures are used inside the original materials’ methodological framework; in other words, the model is not changed.
b) Omitting
Deleting is plainly the inverse process of addition and, as such, needs no additional definition as a noun. Although the material is removed rather than added, the process can be viewed as ‘the other side of the same coin.’
c) Modifying, including rewriting and restructuring
Modifying refers to an internal shift in the approach or focal point of an exercise or other piece of material.
d) Simplifying
Simplifying refers to making exercises and activity instructions and explanations easy to understand, as well as the visual organization of the material so that it is clearer how various components go together.
e) Reordering
Reordering is the process of potentially switching up the sequence in which a coursebook’s components are presented. This can entail changing the order in which lessons are presented within a unit or taking units out of the order in which they were originally designed.

C. Procedures to Conduct Materials Adaptation.
According to Tomlinson (1998), efficient material adaptation will always include materials analysis as a prior step to guarantee that the complete nature of the materials is shown and that personal judgments are not read into the resources. This involves a three-stage procedure:
1. Material and context analysis
2. Material matching and evaluation
3. Adoption, adaptation, supplementation, critique, or rejection of the materials

References
McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (Vol. 2). John Wiley & Sons.
Tomlinson, B. (2003). Materials Evaluation. In B. Tomlinson (Ed.), Developing Materials for Language Teaching. London: Continuum.

Jawaban 6:

1. Principles of materials adaptation
     Material adaptation is guided by principles about language, and language learning theory that the teachers or program developers hold. The purpose of materials adaptation is to make the materials more suitable for the target programs/students where the materials are going to be used. The idea behind materials adaptation is that the materials will be suitable to be delivered in class.

2. Techniques to adapt the 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.

1.    Plus is when materials are added. For example, texts, activities, or exercises are added to the materials for enrichment.

2.    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.

3.    Zero is when there is modification without changing the quantity. For example, instruction for a particular activity is modified to make it clearer. This technique does not change the quantity of the activity.

3. Procedures to conduct materials adaptation
     The procedures presented here is adapted from Tomlinson and Masuhara (in Soepriyatna, 2019), they are:

1.    Profiling. Teaching context should 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 and 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 7:

1. The definition of materials adaptation according to Tomlinson and Masuhara 2004 is “making change to materials in order to improve them or to make them more suitable for a particular type of learners ”. Thus, in this study, materials adaptation is developing materials by changing, adding, and or reducing the materials in order to make it more appropriate to the learner needs.
There are two principles in material adaptation according to Tomlinson and Masuhara 2004. The first is “deep processing of language is required for effective and durable learning and second is the learners’ attention should be drawn to linguistics features of input”. The first principle means that the important things in learning are on the process of learning the ability to use the meaningful language. The second principle means that the learning activities can be listened to or read a text for the sake of understanding the meaning before their attention is drawn to the linguistic features in analyzing the tasks.

2. There are some techniques to adapt the materials. Tomlinson and Masuhara 2004 present three main categories in terms of quantity; they are plus +, minus -, and zero 0. The three categories are described in the following points.
a. Plus + Category
There are two techniques for materials adaptation in plus + category; they are an addition and an expansion. The addition means that the teacher may add different texts and or activities, whereas the expansion means that the teacher may expand texts and activities by increasing length, difficulty, and or depth.
b. Minus - Category
There are three techniques for materials adaptation in minus - category; they are a deletion, a subtraction, and a reduction. The deletion means that the teacher may delete some texts and or activities altogether. The subtraction means that the teacher may decrease the number of sentences in a text or a part of an activity. The reduction means that the teacher may reduce texts and activities by decreasing length, depth, and or difficulty.
c. Zero 0 Category There are five techniques for materials adaptation in zero 0 category; they are a modification, a replacement, a reorganization, a resequencing, and a conversion. The modification means that the teacher may make changes in instruction. The replacement means that the teacher may swap one activity into another. The reorganization means that the teacher may change the position of the text and illustrations. The resequencing means that the teacher may change the sequence of activities. The conversion means that the teacher may change the genre of text such as change a text from narrative into a poem or move the context from one medium to another such as from a printable material into a web page.

3. According to Tomlinson and Masuhara (2004:15), there are 6 steps in materials adaption procedures :
a. Profiling
Teaching context should firstly be profiled.
b. Evaluating
Evaluate the materials to be adapted
c. Listing
The prospective materials are listed along with their correspondent course goals and objectives.
d. Adapting
Take listed materials and adapt them for specific needs of the programs/course
e. Teaching
The adapted materials are implemented in the teaching learning process.
f. Revising
Check what should be added or deleted, this will lead to a new cycle of the procedures.

Thank you,

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

Jawaban 8:

Material adaptation is the process of modifying certain materials to meet the demands of a specific program or pupils. Adapting the available materials to meet the needs may involve adding enrichment items, removing sections that are irrelevant to the program, utilizing only portions of the materials, shortening/lengthening an activity, or even rearranging the activities. Successfully analyzing and selecting program/learner-appropriate resources does not necessarily conclude the process. Frequently, these materials must be modified to meet the particular requirements. Occasionally, the resources are compatible with the program and require only minor adjustments to suit its requirements. According to Tomlison and Masuhara in Soepriyatna (2019:9.2), the objective of material adaptation is to make the contents more appropriate for the intended programs/students. Some materials may be adapted by teachers depending on their personal beliefs, experiences, and intuitions. The purpose of material adaptation is to make the materials acceptable for classroom use.
1. There are some principles in adapting material as follows;
As a basis for the construction and adaption of didactic material, Tomlinson (1998) gives a "collection of learning principles and practices that, according to the majority of educators, contribute to successful learning" (p. 6). These are examples of his recommendations:
a) Materials must be impactful.
b) Materials should help students feel comfortable.
b) Materials should aid in the development of confidence in students.
d) What is being taught should be viewed as relevant and beneficial by students.
e) Materials should necessitate and encourage learner initiative.
f) Students must be able to grasp the concepts being taught.
b) Materials should expose students to actual language use.
h) The attention of the learners should be brought to the linguistic characteristics of the information.
I Materials must give chances for learners to use the target language for communicative purposes.
j) Materials must account for the fact that the effects of instruction are typically delayed.
k) Materials should take learners' varied learning styles into account.
l) Materials should accommodate for the fact that students' affective attitudes vary.
m)Materials should allow for a moment of silence before instruction begins.
Materials should optimize learning potential by fostering intellectual, artistic, and emotional engagement, which activates both right- and left-brain functions.
o) Content should not rely excessively on controlled practice.
p) Instructional materials should provide for result feedback.
(Tomlinson, 1998, pp. 7-22)

2. Techniques to adapt the 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: 9.5) 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).

3. Procedures to conduct materials adaptation.
The procedures presented here is adapted from Tomlinson and Masuhara in Soepriyatna (2019: 9.12-9.13). Following the recommended steps will result in material that is suitable for a particular course program.
a. Profilling
Initially, the teaching situation should be profiled. The course syllabus is a useful resource. Examine the course's objectives and goals. The profile of the students and the linguistic components and skills that they are intended to acquire. Identify language and language learning attitudes and theories
b. Evaluating
Evaluate the adaptable materials. Search for available resources, visit the library, and collect a number of evaluation materials. Be prepared with your instrument with material evaluation criteria.
c. Listing
The potential course materials and their corresponding course objectives are provided.
d Adapting
Adapt the provided resources to the particular demands of the programs/courses. Utilize any applicable adaption strategies to satisfy course objectives.
e. Teaching
Adapted materials are incorporated into the instructional learning process. Observe to determine whether or not the altered materials fit the program, determining what works and what does not.
f. Revising
Check what needs to be added or removed; this will result in a new cycle of procedures.
Thank you for the opportunity.

References

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

Tomlinson, B. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Jawaban 9:

To deliver the needs of specific programs or students formed into material adaption is needed to change into particular materials. Soepriyatna said, "the purpose of material adaptation is to make materials more suitable for the targets (programs/ students)". It is also added by Tomlinson & Masuhara in Soepriyatna that teachers are permitted to adapt some materials based on their personal beliefs, experiences and intuitions (2019, p. 9.2). Overall to fit the goal of making materials more suitable for the learners and courses, there is some consideration to be counted:

(1) principle of material adaptation,
it is guided by language and language learning theory that the teachers and program developers carry. For example: if a teacher believes that learning a language should provide students with the opportunity to use the language, the teacher will use the communicative approach to teach the class instead of teacher centred approach.

(2) techniques to adapt the materials and
Several techniques are mentioned. One is stated by Tomlinson & Matsubara in Soepriyatna that categorized the techniques into a plus, which is adding text/ activities or exercises, minus which is omitting/ reducing, for example, too many exercises, so some of them are cut, and zero, which modification without changing the quantity, for example when the activities are reordered.

(3) procedures to conduct materials adaptation.
Several steps are needed for procedures, from profiling, evaluation, adaptation, teaching and revising. It is stated that the steps are not strictly done in a sequence. This is the application conducting the procedure:
1. select one unit of the course and the material for that unit. Profile it and decide to adapt.
2. formulate the reason why you need to adapt.
3. based on the reasons, make a list of criteria for adaptation reference
4. adapt the material so it is suitable for the course
5. teach your course with an adapted unit
6. finally, observe the adapted material when it is being used

Thank you

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

Jawaban 10:

1.    Principles of materials adaptation

Materials adaptation means matching materials with the learner’s needs, the teacher’s demands and administration’s purpose. To adapt materials we have to consider five major factors:
(1) Addition: Addition is an adaptation procedure which involves supplementation of extra linguistic items and activities to make up  for the inadequacy/ insufficiency of materials. Addition of extra materials is necessary/applicable/appropriate when the following situations are faced:
 a)   Areas are not covered sufficiently.

b)   Texts/pictures/tasks are not provided.

c)   Texts/pictures/tasks are fewer than needed.

d)   Tasks are limited in scope.

e)   Tasks are of limited range.

(2) Deletion/omission: Deletion is an adaptation procedure which involves removal of some of the linguistic items and activities which are found to be extra and unnecessary. So, deletion is a process in which materials are taken out rather than added. Materials should be reduced through omission when the following situations are faced:

A)    Learners are competent in a skill.

B)    There are too many tasks on a particular area/point.

C)    The item/area concerned is not a priority.

D)    The item/task is not well designed.

E)     The item/task is not well-suited to its aim(s).

F)     The topic is not appropriate for learners.

(3) Modification/changing: Modification means changes in different aspects of materials, such as linguistic level, exercises, assessment system and so on. Modification of materials is applicable/ appropriate in the following situations:

·       Texts are of inappropriate length.

·       Materials are inappropriate to the aim.

·       Materials are inappropriate to the learners’ age/ experience.

·       Materials are unclear, confusing or misleading.

·       Tasks are badly designed.

(4) Simplification: This procedure is employed to make materials less complicated or easier to understand. If the language teaching material is found to be difficult or mechanical for the target learner, it (material) can be made suitable for the learner through the process of simplification.

(5) Rearrangement/re-ordering: Rearrangement is a procedure of materials adaptation through which different parts of a course book are arranged in a different order or sequence. Rearrangement of materials helps to make them comparatively more interesting and appropriate for the learner as well as the teacher. Learners may reorder materials by:

·       Matching their aims.

·       Using a practice task for lead-in and elicitation.

·       Revising an area earlier than the course book does.

·       Comparing and contrast areas.

·       Providing thematic unity.

·       Providing an appropriate follow-up.

2.  Techniques to adapt the materials

a)    Adding : supplementing the existing materials and providing more materials

b)    Deleting: removing parts or section of a existing materials

c)     Simplifying : rewording a text so that it becomes more accessible to learners or simplifying an activity to make it more manageable

d)    Reordering : sequencing an activity in a different way so that it makes more pedagogic sense.

e)    Replacing : substituting parts or section of existing materials with different purposes.

3. Procedures to conduct materials adaptation

First of all, teacher should analysis about the level of the students that will be taught and the number of students become consideration in deciding the lesson material conducted materials adaption.

In addition, the teachers often find it necessary to adapt their instruction for students characteristic who are taught in the general education classroom if those students are to have full to learning regarding with education curriculum. Adapting instruction can be defined as making changes to instruction in order to allow students equal access to the materials and to give them the opportunity to process and demonstrate what has been taught. Instructional adaptations can include both accommodations and modifications.

Jawaban 11:

Materials development is a very complex process consisting of several other noticeable and important processes. Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation.
Materials development and evaluation is a relatively young
phenomenon in the field of language teaching. In the practical sense, it includes the production, evaluation
and adaptation of materials.

It will be useful to make a distinction in our discussion of materials adaptation between
ad hoc adaptation and principled adaptation. Ad hoc adaptation is clearly a common
activity: in many (well-resourced) ELT staffrooms, you will find, for example, teachers looking through resource books for a particular kind of activity, photocopying newspaper articles or asking questions . While such adaptations may be successful, the danger is that they are driven by teachers’ preferences . Ideally, principled adaptation will be informed by prior evaluation of the existing materials.

The prototypical process of adaptation would involve the following stages:
1. Profile of teaching context
2. Identifying reasons for adaptation
3. Evaluating the materials (in relation to a specific group or context)
4. Listing objectives (for a specific group)
5. Adapting
6.Teaching
7. Revising

Materials adaptation can span a range of procedures from with the objective of providing more opportunities to adding carefully contextualised role plays communicate to time constraints, not finishing a pronunciation drill because of time constraints.

Techniques of adaptation:
1. Adding
2. Deleting
3. Modifying
4. Simplifying
5. Reordering

1. Adding
By this notion we mean materials are supplemented by
putting more into them.
Twotypesofaddition:
1. Extending: supply more of the same material, in the
existing framework
2. Expanding: add to the methodology, developing new
directions, out of the framework of current materials

2. Deleting or omitting
The opposite of addition process:
Twotypesofdeletion:
1.Subtracting:reducingthelength 2.Abridging:hasgreaterchange

3. Modifying
a. Internal change in the approach or focus of an exercise:
Twotypesofmodifying:
1.Rewriting:whensomeofthecontentneedsmodification
2.Restructuring:appliestoclassroommanagement

4. Simplifying: applicable to reading passages, a kind of
modification (rewriting)
Featuresofsimplification: •Coherence is retained.
• Contain remains undistorted.
b. What to simplify? • Instructions
• Sentence and grammatical structures
• Explanations

5. Reordering:
Putting the parts of a coursebook in a different order.

References:

• Cunningsworth, A. (1995). Choosing Your Coursebook. London: Longman
• Crawford, J. (1995). The Role of Materials in the Language Classroom: Finding the Balance. TESOL in Context 5.1
• Islam, C. and C. Mares (2003). Adapting classroom materials. In B. Tomlinson (ed): Developing

Jawaban 12:

The teaching materials should be suitable to be delivered in class. Tomlinson and Masuhara said that teachers are allowed to adapt some materials based on their personal beliefs, experiences and intuitions.Materials adaptation is guided by Principles about language and languagee learning ttheory.

According to McDrath (2002) material adaptation is an effort to maximize the appropriateness of teaching materials. It can be done by moifying the materials in order to meet the students’ needs or by changing the materials to fit the purposes. Techniques to adapt the materials based on Tomlinson and Masuhara (2004)categorized the technique as follow:
Plus : categorized as addition and expansion.
Minus : categorized as deletion, subtraction, reductionn.
Zero : categorized as modification, replacement, reorganization, sequencing, and conversion.

Meanwhile, Nation and Macalister (2010: 62) proposed the categorization of adapting materials, they are:
1. Add or omit content : adding or omitting activities, texts, or exercises.
2. Change the sequence of the content: Introducing some items earlier in the course.
3. Change the format : thee materials start an illustration and end with questions.
4. Change the presentation : different techniques are used to present the mateerials.
5. Add or omit monitoring : Self-assessment developed by the students.
6. Add or omit assessment : Homework or test to see the proogress.

Procedures to conduct materials adaptation according to Tomlinson and Masuhara (2004) are:
1. Profiling : Profile that the students are and what language components and skills are expected to be mastered.
2. Evaluation : Be ready with the instrument that contains criteria for material evaluation.
3. Adaptation : Take listed materials and adapt them fos specific needs of the programs or course.
4. Teaching : The adapted materials are implemented in the teaching and learning process. Observe to see if the adapted materials fit the program, see what works and what does not.
5. Revising : Check what should be added or deleted, it will lead to a new cycle of the procedures.
Thank you,

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

Jawaban 13:

1. Most commercially produced teaching materials can be adapted for needs and purposes not previously envisioned by the author, therefore before adapting textbooks it must be remembered that textbooks from reputable authors and printers have been written carefully and have been tried out is better, therefore it is highly recommended to use a book like that at least as suggested by the author before you adapt it. Adapting materials is another possibility that a teacher can do in the context of procuring textbooks
Adaptation of teaching materials is making changes to existing materials in order to improve them or make them more suitable to be an important skill for teachers or to be developed. Through the adaptation process, the teacher makes the book more personal making it a better teaching resource. And especially for students, this process takes place gradually as the teacher becomes more familiar with the book.
First, teaching materials are designed taking into account the developmental stage and level of achievement of students, and taking into account the learning needs of students.
Two, the following principle that must be considered is that the learning process must build learning capabilities in students to become lifelong learners.
Three, the following principle that must be heeded is that the teaching and learning process must be able to develop students' character, competence, including soft skills holistically.
Fourth, the next principle is that learning must be relevant. It is therefore appropriate to the living context, cultural environment and needs of the students.
Fifth, the last principle is that teaching materials can be a means for students to enable a sustainable future-oriented learning process to occur.

2. Principles and Procedures for Compilation of Teaching Materials
There are three principles needed in the preparation of teaching materials. The three principles are relevance, consistency, and adequacy. Relevance means relatedness or closely related. Consistency means obedience or constancy – fixed. Adequacy means that quantitatively the material is sufficient to be studied.
The principle of relevance or linkage or closely related, means that the learning material should be relevant to the achievement of competency standards and basic competencies. If the ability expected by memorizing facts, the material presented is facts. If basic competence requires the ability to do something, the subject matter is a procedure or way of doing something. And so on.
The principle of consistency is obedience in the preparation of teaching materials. For example, basic competence requires students' ability to master three kinds of concepts, the material presented is also three kinds. For example, the ability that students are expected to master is compiling deductive paragraphs, the material is at least the definition of deductive paragraphs, how to compose deductive paragraphs, and how to revise deductive paragraphs. That is, what is asked is what is given.
The principle of adequacy means that the material presented should be sufficient enough to achieve basic competence. Material is not too little and not too much. If there is too little material, it is likely that students will not be able to achieve basic competencies by utilizing that material. If there is too much material, it will take a lot of time to study it.

There are several procedures that must be followed in preparing teaching materials. The procedures include: (1) understanding content standards and graduate competency standards, syllabus, semester programs, and learning implementation plans; (2) identify the type of learning material based on understanding of point (1); (3) do material mapping; (4) determine the form of presentation; (5) preparing the presentation structure (framework); (6) reading source books; (7) drafting (blurring) teaching materials; (8) revise (edit) teaching materials; (9) trying out teaching materials; and (10) revise and write the final (finalization).
Identifying the type of material is done so that the compilers of teaching materials know the exact types of material to be presented. The identification results are then mapped and organized according to the chosen approach (procedural or hierarchical). Material mapping is done based on SK, KD, and SKL. Of course, there are achievement indicators that have been formulated when compiling the syllabus. If the syllabus has been mapped out well, the mapping is no longer needed. The preparation of teaching materials is only guided by what is in the syllabus. However, if it has not been mapped properly, it needs re-mapping after preparing the syllabus.
The next step is to determine the form of presentation. The form of presentation can be selected according to needs. These forms are like textbooks, modules, dictates, information sheets, or simple teaching materials. Each form of presentation can be seen from various sides. Among them can be seen from the complexity of the structure and work. The form of textbooks is certainly more complex than the others. So is the case with the other modules. The least complex are simple teaching materials. As the name implies "simple", of course the form is also simple.
If the form of presentation has been determined, the compiler of the teaching materials arranges the structure or framework of the presentation. The frameworks are filled with defined materials. This activity includes drafting (discussing, making illustrations, drawing) teaching materials. The draft was later revised. The results of the revision were tried out, then revised again, and then finalized (finalized). Furthermore, teachers have been able to use these teaching materials to teach their students.

Jawaban 14:

1. In the process of preparing teaching materials, or adapting templates, teachers need to apply the following learning principles.
a. First, teaching materials are designed by considering the developmental stage and level of student achievement and taking into account the learning needs of students. Among other things, by paying attention to the diverse individual characteristics of students, so that learning takes place more meaningfully and fun.
b.Two, the learning process must build students' learning capabilities to become lifelong learners.
c.Three, the following principle that must be heeded is that the teaching and learning process must be able to develop students' character, competence, including soft skills holistically.
d.Fourth, the next principle is that learning must be relevant. Therefore according to the context of life, cultural environment, and needs of the students.
e.Five, the last principle is that the teaching materials can be a means for students to enable a sustainable future-oriented learning process to occur.
2.There are three methods that can be chosen in preparing the design of teaching materials, namely writing yourself, repackaging information, and organizing information

3.Here are the procedure for adapting materials
a. Profiling
Teaching context should firstly be profiled. Profile that the students are and what language component and skill are expected to be mastered. Identify the beliefs about language learning theories.
b. Evaluating
Evaluated the materials to be adapted. Search what sources are available, and pick up several materials for evaluation.
c. Listing
The prospective materials are listed along with their correspondent course goals and objectives
d. Adapting
Take listed materials and adapt them for a specific need of the program/course. Use any adaption techniques suitable to meet course goals and objectives
e. Teaching
The adapt materials are implemented in the teaching-learning process. Observe to see if the adapted materials fit the program, see what works and what does not.
f. Revising
Check what should be added or deleted, this will lead to a new cycle of the procedure.

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

Jawaban 15:

To meet the needs of specific programs or students, the teacher needs to change particular materials. This action is called materials adaptation. Materials adaptation are done by including enrichment materials, removing portions that are irrelevant to the program, employing only a portion of the materials, shortening/lengthening an activity, or even rearranging the order of the activities. The purpose of materials adaptation is that the materials will be suitable to be delivered in class.

The language and language learning theory that the teachers or program developers embrace is the fundamental idea driving material adaptation. For instance, a teacher who adheres to the idea that reception skills should be developed before production abilities will modify the lesson plan and ensure that the students have had adequate exposure to the language before having them speak or write. Teachers will alter the way they provide grammar instruction to make it more communicative if they think that learning a language should give the students the chance to use it.

There are some techniques that can be used in doing materials adaptation. The techniques used in materials adaptation are categorized based on addition or omitting. The techniques are Plus, Minus, and Zero as what had been proposed by Tomlinson and Masuhara (2004) in Soepriyatna (2017:9.4). Plus is when materials are added. Minus is when materials are omitted/reduced. Then, zero is when there is modification without changing the quantity.
Moreover, according to Nation and Macalister (2010:162) in Soepriyatna (2017:9.9) there are six categories of materials adaptation:
1. Adding or omittin activities, texts, or exercises.
2. Changing the sequence of the content.
3. Changing the format.
4. Changing the presentation
5. Adding or omitting monitoring
6. Adding or omitting assessment.

As guidance in adapting materials, we need to follow some procedures. There are materials adaptation procedures proposed by Tomlinson and Masuhara (2004:15) in Sopriyatna (2017:9.12). The teacher can be flexible in doing the procedures. The procedures are:

·       Profiling. The teacher must profile the students, language components, and skills to be mastered. Study the goals and objectives and identify the beliefs about language and language learning theories.

·       Evaluate the materials to be adapted.

·       List the perspective materials which fit the course goals and objectives.

·       Adapt the materials to meet the specific needs of the course.

·       Implement the adapted materials in the teaching-learning process.

·       Revise the adapted materials by adding or deleting parts of the materials.

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

Jawaban 16:

Materials adaptation means matching materials with the learner’s needs, the teacher’s demands and administration’s purpose.Tomlinson (2012) mentions the objective of adaptation:
“to make the materials of more value to the students using them.”
1.There are some principles behind adaptation(McDonough, Shaw, and Masuhara, 2013, p. 69).
• We take ‘Personalizing’ to refer to increasing the relevance of
content in relation to learners’ interests and their academic,
educational or professional needs.
• ‘Individualizing’ will address the learning styles both of individuals and
of the members of a class working closely together.
• ‘Localizing’ takes into account the international geography of English
language teaching and recognizes that what may work well in Mexico city
may not do so in Edinburgh or in Kuala Lumpur.

2.There are some techniques must be taken on accounted by the teachers in adapt the materials(McDonough, Shaw, and Masuhara, 2013, p. 69):
A.Addition
Addition is an adaptation principle which involves supplementation of extra linguistic items and activities to make up for the inadequacy/ insufficiency of materials. Addition of extra materials is necessary/applicable/appropriate when the following situations are faced:
• Areas are not covered sufficiently.
• Texts/pictures/tasks are not provided.
• Texts/pictures/tasks are fewer than needed.
• Tasks are limited in scope.
• Tasks are of limited range.
B.Deletion/omission
Deletion is an adaptation principle which involves removal of some of the linguistic items and activities which are found to be extra and unnecessary. So, deletion is a principle in which materials are taken out rather than added. Materials should be reduced through omission when the following situations are faced:
• Learners are clear about a language point.
• Learners are competent in a skill.
• There are too many tasks on a particular area/point.
• The item/area concerned is not a priority.
• The item/task is not well designed.
• The item/task is not well-suited to its aim(s).
• The topic is not appropriate for learners.
C.Modification/changing: Modification means changes in different aspects of materials, such as linguistic level, exercises, assessment system and so on. Modification of materials is applicable/ appropriate in the following situations:
• Texts are of inappropriate length.
• Materials are inappropriate to the aim.
• Materials are inappropriate to the learners’ age/ experience.
• Materials are unclear, confusing or misleading.
• Tasks are badly designed.
D.Simplification: This principle is employed to make materials less complicated or easier to understand. If the language teaching material is found to be difficult or mechanical for the target learner, it (material) can be made suitable for the learner through the process of simplification.
D.Rearrangement/re-ordering: Rearrangement is a procedure of materials adaptation through which different parts of a course book are arranged in a different order or sequence. Rearrangement of materials helps to make them comparatively more interesting and appropriate for the learner as well as the teacher. Learners may reorder materials by:
• Matching their aims.
• Using a practice task for lead-in and elicitation.
• Revising an area earlier than the course book does.
• Comparing and contrast areas.
• Providing thematic unity.
• Providing an appropriate follow-up.
3.In adapting the materials ,there are some procedures to conduct:
• Profiling
Teaching context should be first to be profiled.Current syllabus is a good reference study the course goals and objective. Profile that the students are and what language components and skill are expected to be mastered.Identify the beliefs about language and language learning theories.
• Evaluating
Evaluate the materials to be adapte.Search what sources are available go to the library and pick up several materials for evaluation.Be ready with your instrument that contains criteria for materials evolution.
• Listing
The prospective materials are listed along with their correspondent course goals and objectives.
• Adapting
Take listed materials and adapt them for specific needs of the programs/course.Use any adaptation techniques suitable to meet course goals and objective.
• Teaching
the adapted materials are implemented in the teaching learning process.Observe to see if the adapted materials fit the program, see what works and what does not.
• Revising
Check what should be added or deleted this will lead to a new sailing of the procedure.

Jawaban 17:

The principle of Material Adaptation according to Grant (1987)

·       Making conversation communicative. A dialogue is characterized as a fundamental and spontaneous kind of verbal communication. As a result, it is used more frequently in colloquial style of speech, however it can also be employed in scientific, publicist, and official style of speech. Through an open exchange of viewpoints, a dialogue fosters engaged learning and increases students' comprehension of an issue or topic.

·       Providing purpose and relevance to educational activities. It implies that the teacher must ensure that we understand the purpose of language. We should select a material that students may effectively use for their own purposes.

·       Meet students’ need. It suggests that teaching can be a balancing act. Planning classes that teach new material to each of your students in a way that is understandable, interesting, and beneficial can be challenging. Differentiated instruction is helpful in this situation. This method of teaching allows you to tailor and customize your lessons to your students' specific learning needs.

·       Use examples of actual, genuine language. When a teacher uses a model with their students, it is to assist them recognize linguistic patterns or to inspire imitation. This could be a sentence, a model of an intonation pattern, or an entire text, such as an example of a writing genre.

The techniques of material adaptation based on Islam and Mares (2003) consist of 5 stages including:

1.    Adding – it means enhancing and supplying more materials in addition to the ones already there. It was separated into two parts: extending, which meant providing more of the same type of material (quantitative change), and expanding, which meant adding something new to materials (qualitative change).

2.    Deleting - the removal of bits or sections of existing materials. It is divided into two parts: subtracting (extracting a portion of the available materials) and bridging (excluding certain parts and focusing attention on others).

3.    Simplifying - It involves changing the wording of a material to make it more understandable for learners or simplifying an exercise to make it easier to complete.

4.    Reordering - It is the process of scheduling an activity in a different way to make it more pedagogically effective.

5.    5. Replacing - This is the process of substituting parts or sections of existing materials for different purposes.

The strategies for material modification are proposed by Tomlinson and Masuhara (in Soepriyatna, 2019). There are five steps, which are described in detail below:

1.    Profiling - A teacher should identify the course aims and objectives in this step and characterize the teaching setting based on the curriculum.

2.    Evaluating - A teacher should select a few materials for inspection in this step and then research the materials that will be altered using learning resources. Create a material evaluation instrument.

3.    Listing - The potential materials and the objectives and learning goals will be listed in this phase by the teacher.

4.    Adapting - Using any modification techniques applicable to the course aims and objectives, a teacher will take the resources given and adapt them in this stage to satisfy the program requirements.

5.    Teaching - In order to teach and learn, a teacher will use the modified materials. After that, they will be compared to the course.

6.    Revising – The procedures will arise from a teacher looking at what needs to be added or deleted.

Thank you.

References:

Islam, C. & Mares, C. (2003). Adapting classroom materials. In B. Tomlinson (Ed.), Developing materials for language teaching.

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

Jawaban 18:

1. Materials adaptation means matching materials with the learner's needs, the teacher's demands and administration's purpose. Here some principles of materials adaption:
a. Adding
additions are needed when students experience difficulties after getting a material. Explanation is needed before giving practice questions
b. Deleting
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.
c. Modifying / Rewriting
modifications in learning material are needed to revise material that is considered less updated so that it is more communicative and experiences positive changes.
d. Simplifying
Simplification technique is one type of modification, namely rewriting activities. The main application of this technique is to texts, most often to readings. We can simplify according to:
Sentence structure: Sentence length is reduced, or complex sentences are rewritten into several simpler sentences.
Some teaching situations call for attention to simplification of content when the complexity of the subject matter is deemed too advanced.
e. Reordering
This procedure refers to the possibility of putting the parts of a course book in a different order. This may mean adjusting the sequence of presentation within a unit, or taking units in a different sequence from that originally intended.

2. Techniques to adapt the materials
When adapting material to be used in learning, it must be adapted to the needs of students so that learning objectives can be achieved according to the expected targets. Following are some techniques that need to be considered when adapting material according to Tomlinson and Masuhara (2004), namely plus, minus, and zero. Plus category means that in the process of adaptation, the teacher will add or expand details. Minus category refers the deletion or subtraction of elements and zero category implies the modification of elements without addition or deletion.

3.Procedures to conduct materials adaptation
Materials adaptation is when you change an activity, manipulative, or toy slightly to meet the needs of a child with a disability or developmental delay.
Here are steps materials adaption according to Tomlinson and Masuhara (2004:15):
a. Profiling
the first step in adapting the material is making a profile to design a lesson plan, what components students must learn and what are the student's needs before receiving the material. this is related to the course syllabus as reference material.
b. Evaluating
before the material is used in learning it is necessary to carry out an evaluation process first so that it is valid and in accordance with the learning objectives. therefore we must look for source material that is relevant to what we teach and is in accordance with the instruments that will be used in teaching and learning
c. Listing
Then we have to compile a list of any material that we have looked for reference sources in accordance with the learning objectives to be achieved
d. Adapting
after making a list of materials then choosing which material is right according to the material to be delivered. in this case we use the materials adaptation technique
e. Teaching
the next step is to apply the material in the learning process. at this stage, we must observe which material is easily accepted by students and has a positive impact and gives good or bad results
f. Revising
after knowing what material is suitable to be applied in a learning material we can find out the strengths and weaknesses that have been observed during the learning process. from the results of these observations we can revise the shortcomings and add reference sources

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

Jawaban 19:

Principles of materials adaptation

According to Soepriyatna (2019), material adaptation is guided by principles of language, and the language learning theory held by the teacher. For example, first, if teachers believe that the principle that reception skills must be developed before production skills, then these teachers will adjust the material accordingly, and ensure that students have sufficient mastery of the language before asking them to speak or write. Second, if teachers believe that learning a language should provide opportunities for students to use the language, then these teachers will change the presentation of teaching grammar to teaching that is more communicative.

Meanwhile, McDonough, Shaw & Masuhara (2013) put forward the following principles in material adaptation:

·       Personalization. In this case, increasing the relevance of content in relation to the interests of learners and their academic, educational or professional needs.

·       Individualizing. In this case, is related to the learning styles of both individuals and class members who work closely together in learning.

·       Localize, namely taking into account the international geography of teaching English.

·       Modernizing. It means that not all material shows familiarity with aspects of the current use of English, sometimes it has to be modernized to suit the real life of students, so it's easy to understand.

Tomlison and Masuhara in Soepriyatna (2019) also added that teachers can choose to use only part of one unit, add or delete texts or activities, and replace or complete texts or activities with those from other sources.

Techniques to adapt the materials

Based on Tomlinson and Masuhara (in Soepriyatna, 2019), there are several techniques that can be used, they are as follows:

1. Plus, it can be divided into two types as follows: 

- Addition type (this type adds different texts and/or activities) and 

- expansion type (this type expands texts and/or activities to support the learning material).

2. 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)

3. 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.

Procedures to conduct materials adaptation

According to Tomlinson and Masuhara in Soepriyatna (2019), there are some procedures in conducting materials adaptation as follows:

·       Profiling. Teaching context should be profiled, this includes the goals and objectives of the course, student profiles, skills and language components to be mastered, and the beliefs about language and language learning theory.

·       Evaluating. In this section, look for available sources, visit the library and determine the number of materials to be reviewed, and prepare a tool that contains material evaluation.

·       Listing. The prospective materials are listed along with their corresponding course goals and objectives.

·       Adaptation. In this session, take a list of materials and then modify it for specific needs. 

·       Teaching. They are implemented in the teaching-learning process.

·       Revising. We should check again, what should we add or delete for the suitable materials.

Referensi:

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 20:

Principles in adapting material;
Material adaptation is guided by principle about language and language learning theory that the teacher or programs developers hold. Example : If the teacher believes the principle that reception skills should be developed before production skills, she will adapt the material and make sure that the student have enough language exposure before asking them to speak or write.

Techniques to adapt the materials
Plus= add new texts and/or activities, Minus= remove some text or activities, Zero= make changes to instructions/replace one activities with others/ change the position of texts and illustrations/ change the sequence of the activities/ move the content from one medium to another

Procedures to conduct materials adaptation.
Profilling =teaching context should be profiled, evaluating= evaluate the material to be adapted, listing= The potential course materials and their corresponding course objectives are provided, Adapting= Adapt the provided resources to the particular demands of the programs/courses, Teaching= Adapted materials are incorporated into the instructional learning process, Revising = check what needs to be added or removed; this will result in a new cycle of procedures.

Jawaban 21:

Principle 1 is in line with the needs of the students and fits with the objectives of the course. The outcomes of the needs analysis are transformed into the goals and objectives of the course. The purpose of the course is to help students develop their academic presentation skills. to enhance students' academic presentation, which might be divided down into more detailed course goals. The criteria for evaluating the material should be based on these goals and objectives. To put it another way, the course's aims and objectives will define the best teaching tools to use to meet language learners' needs.

Principle 2 teaches students how to successfully use language for their own needs. To ensure that the materials contain the information that students need to learn, they should be assessed. The curriculum's requirements should be met by the resources to ensure that students learn what they need to in order to use the language for personal, professional, or academic purposes.

principle-3
To ensure that the resources meet students' needs as learners and aid in their learning process, evaluation of the materials should be done. By catering to various learning styles and tactics, evaluation should ensure that the resources give pupils the chance to study in a variety of ways. Additionally, resources should be assessed to ensure that they will inspire students to work with them. The learners will likely be motivated by the variety of the subjects and exercises, vibrant and effective

Principle-4
acts as a learning aid by serving as a liaison between students and the target language. The relationship between learners and the target language should be under the supervision of the materials evaluation. Materials should aid in learning; if not, then what are they for? Materials ought to offer examples for students to follow, exercises for them to perform, games to encourage language learning, and explanations and examples of how language functions.

There are three techniques that can be used in adapting the materials which are plus, minus and zero.
plus is when materials are added. for example, texts, activities, or exercises are aded 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 change the quantity of the activity.

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

Jawaban 22:

DISKUSI 9 EFL CUR
Please discuss:
1. Principles of materials adaptation
2. Techniques to adapt the materials
3. Procedures to conduct materials adaptation
1. Many schools and teachers merely focus on materials provided by Kemendikbud or private authority, and seldom use other additional books in order to enrich the materials for learning process. So, changing particular materials to fulfill the students’need is very important. Addition, deletion,shortening, and lengthening on materials can be done and the important thing is to have our own material adaptation.
Teachers may believe that receptive skills can be improved before productive skills. Principles in adapting materials as stated by Grant (1987) are as follow:
- Making communicative dialogues;
- Creating learning activities relevant and powerful;
- Fulfill learner’s need externally and psychologically;
- Apply models of real, authentic language very often.
So based on the above principles, the teachers can adapt some materials based on their personal beliefs, experiences, and intuitions (Tomlinson & Masuhara, 2004).
2. It is important to maximize the effectiveness and efficiency of teaching materials. Materials can be modified based on the students’ need in order to fit the purposes. Tomlinson and Masuhara (2004) divide the techniques of material adaptation into three categories: plus, zero, and minus. Plus is when materials are added, zero is when there is modification without changing the quantity, and minus is when materials are omitted or reduced.

3. Procedures aim at guiding adaptation process which consist of five steps below:

- Profiling
To identify the belief about language and its learning theories. What language components and skills are expected to be mastered.

- Evaluation
There must be instruments that contain criteria for material evaluation.
- Adaptation
Adaptation must be suitable with the course goals and objectives
- Teaching
Before teaching, we need to observe whether adapted materials fit the program or not.
- Revising
It is important to check what should be deleted, and added.
The adaptation process can be done and treated flexibly and not consecutively.
Thanks

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

https://www.academia.edu › Material_Adaptation

Jawaban 23:

Material adaptation is changing particular materials to fulfill the needs of specific program or students. The principles of materials adaptation are guided by the principles of language and, and language learning theory.
There are many kinds of the technique to adapt the material. Tomlinson and Masuhara (2004) categorize the techniques into Plus, Minus and Zero. Plus means that the material is added and expanded with the exercise, text activities. Minus means omitted / reduced the material. Zero means there is modification but there is no changing the quantity.
The procedure of Materials Adaptation
Tomlinson and Masuhara (2004: 15) there five steps or procedure in adapting the materials.
1. Profiling
Profiling means profiled the teaching contact, study the course goals and objective
2. Evaluating
Evaluate the material to be adapted. Search what sources are available, go to the library and pick up several materials for evaluation.
3. Listing
List the prospective materials along with their corresponding course goals and objectives.
4. Adapting
Take listed materials and adapt them to the specific needs of the programs/course.
5. Teaching
The adapted material is implemented in the teaching-learning process.
6. Revising
Check what should be added or deleted, this will lead to a new cycle of the procedure.

Jawaban 24:

1. Principles of materials adaptation
• Material adaptation is the activity of changing particular materials to fulfill the needs of specific program or students.
• Materials adaptation is necessary because they need additional exercises.
• Materials cannot be covered in the time available, so they need some adaptation.
• Materials adaptation is important if the content is not suitable for targeted students.
• Materials adaptation is necessary to be done if some parts of materials are too difficult for the students.
• If materials are not ordered as expected, then materials adaptation should be done.
2. Techniques to adapt the materials
There are 3 techniques to adapt the material:
1. Plus, there are two types of giving extra to the materials:
• Addition: when teacher adds different information
• Expansion: when teacher expands the information
2. Minus, there are three types off omitting materials:
• Deletion: when teacher omits or deletes some unnecessary information
• Subtraction: when teacher decreases the number of the information
• Reduction: when teacher reduces the information
3. Zero, there are five types of zero techniques:
• Modification: when the teacher makes changes to the instruction
• Replacement: when the teacher replaces the activity with another
• Reorganization: when the teacher changes the position of the instruction
• Sequencing: when the teacher changes the sequences of the activity
• Conversion: when the teacher changes the genre of the text, or even moves from one medium to another
3. Procedures to conduct materials adaptation
There are five procedures of materials adaptation:
1. Profiling: teacher needs to know the characteristics of the students and the language components and skills that are expected to be mastered
2. Evaluation: teacher needs to make sure that the sources and instruments are ready to be evaluated
3. Adaptation: teacher uses the listed materials to be adapted referring to the specific needs of the course or the students
4. Teaching: teacher is implementing the adapted materials in the teaching learning process
5. Revising: teacher should evaluate the adapted materials and also the appropriateness with the teaching learning process to make sure what should be done (plus, minus, or zero)

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

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