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Revealing:
Teachers' Considerations in Developing Online Teaching Materials
Ivani N., Didi S., Eri K.
Universitas Pendidikan Indonesia
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Background
Indonesia’s emergency of COVID-19 status. Required learning from home. Teaching materials is a key element*. Suddenly happened (the pandemic).
How EFL teachers develop online teaching
materials amid the COVID-19 pandemic ?
* Richards, 2001; Lengkanawati, Setyarini, Sari, & Moecharam, 2015; Azhimi, 2020
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Theoretical Foundation
1. Achieve impact by requiring and facilitating learner self-investment.
2. Facilitating the delay and silent-period process of learning.
3. Present language in authentic use. 4. Help students to develop self-confidence and
encourage learning autonomy. 5. Giving the students fresh input. 6. Facilitating students learning style and attitudes. 7. Contain audio-visual media. 8. Provide opportunities to give feedback.
P r inc ip le
Of
Teach ing
Mater ia l s
Tomlinson, (1998); Crowford (2002).
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Procedure
Of
Mater ia l s
Deve lopment
5. Composing based on lesson plan.
6. Considering physical of production.
7. Getting expert confirmation.
4. Realization of pedagogical concept.
3. Realization of contextual content.
2. Explore needs or problemslearning.
1. Identify needs or problems.
Theoretical Foundation
Tomlinson, (1998); Richards, (2001).
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Methodology
Qualitative Case Study
Design - 3 experienced senior high school English teachers - alumni of the English language education study
program Universitas Pendidikan Indonesia - developed their own online teaching materials.
Participant
- Document (TM, RPP), - Interview
Data
Interactive Model by Miles and Huberman
(1994)
Analysis
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Not implemented: Explore needs/problem,
Based on RPP
Findings
Implemented: Identify needs/problems,
Realizing contextual content, Realizing pedagogical concept,
Considering physical production, Confirming to the principal
Participant 1
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Implemented all: Identify needs/problems, Explore needs/problems,
Realizing contextual content, Realizing pedagogical concept,
Based on lesson plan, Considering physical production,
Confirming to the principal
Findings
Participant 2
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Not implemented: Confirming to the
principal
Implemented: Identify needs/problems, Explore needs/problems,
Realizing contextual content, Realizing pedagogical concept,
Based on lesson plan, Considering physical production,
Findings
Participant 3
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Conclusion
1. Every participant has different result. 2. Only 3 steps, out of 7, have been passed by the
participant; Exploring needs or problems, Composing teaching materials based on lesson plans, and Asking for confirmation from the principal.
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Azhimi, M. K. (2020, December). Online language learning facilitation: New demands, students’ viewpoints,and material development. Paper presented at the UHAMKA International Conference on ELT and CALL (UICELL), Indonesia. Retrieved from http://research.shahed.ac.ir/WSR/WebPages/Report/PaperView.aspx?PaperID=148280 Crawford, J. (2002). The role of materials in the language classroom: Finding the Balance. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Approaches and Methods in Language Teaching), (pp. 80-92). Cambridge University Press. doi:10.1017/CBO9780511667190.013 Lengkanawati, N.S., Setyarini, S., Sari, R.D.K., & Moecharam, N.Y. (2015). In house training (IHT) model to improve the abilities of English teachers in developing online teaching materials. Indonesian Journal on Applied Linguistics, 5(1), 37-43. DOI: http://dx.doi.org/10.17509%2Fijal.v5i1.829.
Richard, J.C. (2001). Curriculum development in language teaching. Cambridge University Press. Tomlinson, B. (1998). Materials development in language teaching. Cambridge University Press.
References
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Ivani Noviarani E-mail : [email protected]