Revealing:

Teachers' Considerations in Developing Online Teaching Materials

Ivani N., Didi S., Eri K.

Universitas Pendidikan Indonesia

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

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).

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).

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

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

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

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

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.

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

Ivani Noviarani E-mail : ivani@upi.edu