L1 Prelim
are anything which is used to help language learners to learn.
— can be in the form, for example, of a text book, a workbook, a cassette, a CD-ROM, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard: anything which presents or informs about the language being learned (Tomlinson, 2011).
—They can be instructional, experiential, elicitative or exploratory, in that they can inform learners about the language, they can provide experience of the language in use, they can stimulate language use or they can help learners to make discoveries about the language for themselves.
—Thus, are anything that related to the situation and condition in teaching learning process.
Materials
• is both a field of study and a practical undertaking.
• As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials.
• As an undertaking it involves the production, evaluation and adaptation of language teaching materials, by teachers for their own classrooms and by materials writers for sale or distribution.
• Ideally these two aspects of materials development are interactive in that the theoretical studies inform and are informed by the development and use of classroom materials (Tomlinson, 2001).
Material development
might write textbooks, tell stories, bring advertisements into the classroom, express an opinion, provide samples of language use or read a poem aloud. Whatever they do to provide input, they do so ideally in principled ways related to what they know about how languages can be effectively learnt.
material developers
a practical undertaking involving the production, evaluation, adaptation and exploitation of materials intended to facilitate language. acquisition and development (Tomlinson, 2007)
learning material development
Their purpose and importance is to make lessons interesting, learning easy and enable instructors to easily express concepts. significantly increase learners' achievement by supporting learning .
importance of learning materials in language learning
What are examples of learning materials?
Teaching and learning resources
• text books and novels.
• film and television.
• plays.
• radio programs and podcasts.
• multimedia, applications, software, platforms and games.
• social media.
• digital learning resources including video, audio, text, websites, animations and images.
• lectures.
1. The type of learners decides the goal of language learning
According to McDonough et al (2013), learners’ aspects that should be considered are:
a. _: which will determine the topics and kinds of learning activities to choose and to apply,
b. _: this will affect the choice of learning activities as well as topics,
c. _: to investigate the learners’ proficiency which tend to be “mixed
proficiency” in the class,
d. _: it can be measured by following formal aptitude test to know learners’ talent in
language,
e. _: this affect to determine the types of syllabus,
f. _: to determine materials,
g. _,
h. _: to anticipate something happened during the study,
i. _: to know detail analysis of learners’ need,
j. _: to decide suitability of different methods,
Styles of learning which need to be catered for in language-learning materials include:
k. _: it affects methodological choice.
Age
Interest
Levels of English proficiency
Aptitude
Mother tongue
Academics and educational level
Attitude to learning
Motivation
Reason for learning
Preferred learning styles
Personality
Styles of learning which need to be catered for in language-learning materials include:
• _ (e.g. learners prefer to see the language written down);
• auditory (e.g. learners prefer to hear the language).
• _ (e.g. learners prefer to do something physical, such as following instructions for a game);
• _ (e.g. learners like to pay conscious attention to the linguistic features of the language and want to be correct);
• _ (e.g. learners like to use the language and are more concerned with communication than with correctness);
• _ (e.g. learners prefer to focus on discrete bits of the language and to learn them one by one);
• _ (e.g. learners are happy to respond to whole chunks of language at a time and to pick up from them whatever language they can);
• _ (e.g. learners prefer to learn from a teacher and from a book);
• _ (e.g. learners are happy to learn from their own experience of the language and to use autonomous learning strategies).
visual
Kinesthetic
studial
experiential
analytic
global
dependent
independent
2. Setting relates to teaching and learning environment
a. _: this is related to the linguistic environment, whether English is
spoken and used outside the class or not,
b. _: the position of English subject in the recent curriculum,
c. _: this relates to their status, competence, training, mother tongue, experiences,
expectation and attitude,
d. _: it relates to the nature of the hierarchy, the position of
teachers in the overall system, the staff, budgets, resources and so on,
e. _: this refers to books, audio-visual materials, laboratories, computers
and so on,
f. _: administration, secretary and technician,
g. _: this refers to learners to be taught and the class size,
h._,
i. _ refers to the nature of building and its common noise, the flexibility of
the table and chair, the room size and so on,
j. The socio-cultural environment: determined the suitability,
k. _ used and ways how to evaluate students.
English role in the nation
English role in the school
The teachers
Management and administration
Resources availability
Support personnel
The number of pupil
Time that is available for the program
Physical environment
The socio-cultural environment
The types of tests
INSTRUCTIONAL MATERIALS
• English teaching-learning process has five components; _,_,_,_&_
• English instructional materials cover English teaching materials and English learning materials.
• _ are materials applied by teachers to teach their language learners. They are commonly in the form of English teachers’ handbooks.
• _ are materials for the language learners. The latter is usually called students’ books (Muamaroh, 2018)
• _ (2011:171) state that teaching materials are set of information that must be given to learners through enjoyable teaching and learning. It indicates that in designing materials the learners really get the benefits after they learn them.
• According to _ (2010), materials refer to media to achieve the learning objectives. Therefore, it can be said that teaching materials are set of equipment to teach learners through fun and enjoyable atmosphere to gain the learning objectives.
learners, teachers, instructional materials, teaching-learning techniques, and assessment.
English teaching materials
English learning materials
Iskandarwassid and sunendar
Wardhana
Characteristics of English Instructional Materials
Dat (2008) research concerning the materials in textbooks used in several countries in Southeast Asia comprises several positive features, such as:
1. Rely on the learners’ _&_
2. Exhibit _&_ toward local activities,
3. Exhibit the _ toward the importance of global integration,
4. Contain some words originally taken from _, and
5. Exhibit opportunities of _.
knowledge of culture and identity,
consciousness and curiosity
awareness
native language
analytical thinking
Good English Instructional Materials
Rajan (2003:5) recommends good English Materials known as MAGIC.
• M- Motivating and Meaningful
• A- Authentic and Appropriate
• G-Graphic and Graded
• I-Interesting, interactive, and integrated
• C-Contextual and Creative
materials are supposed to promote learners’ logical, artistic, and affecting association or emotional involvement by giving learners feeling agree/disagree or like/dislike on the value. Intellectual or logical involvement can be carried by cognitive processing, for examples:
1. _ (arranging jumbled letters into a word, arranging jumbled words into sentences, arranging jumbled sentences into paragraphs);
2. _ (learning English tenses, conditional sentence type I, II, III;
3. _ (transform a positive sentence into negative, interrogative, negative interrogative, question tag question, yes/no question, question word question).
Mechanical drills
Rule learning
Simple transformation activities