LANGUAGE LEARNING

( M AT E R I A L D E V E L O P M E N T )
CONTENT
Introduction
Whats material ?
What is Material development ?
Forms of Material
The Rule of Materials
Authentic vs Non-Authentic Materials
Advantages and Disadvantages of Authentic Materials
Advantages and Disadvantages of textbook Material
Evaluating Textbook
Significant consideration in Evaluating textbook
Factor Involve in the development of textbook
Criteria for textbook evaluation
Adapting textbooks and significant consideration
The Nature of Material development
Preparing a Material for a Program : Adv &disadv
Final Word and Conclusion
 INTRODUCTION
MATERIAL(S) PROF. BRIAN TOMLINSON :
- The Matter of Substances from which something can be made
- Tool or apparatus for the performance of a given task
- Having a logical connection with a subject matter or consequential
event of the knowledge of which would significantly affect of
decision or course of action
MATERIALS (JAMES D. BROWN, 2007)

Any Systematic description of the techniques and exercises to be

used in classroom learning
The key in developing sound materials is to ensure that they are
described and organized well enough so that teacher can use them
with no confusion and with a minimum of preparation time
WHATS THE MATERIAL
DEVELOPMENT?
Material development is both a field of study and a practical undertaking as a field it studies the
principle and procedure of the design, implementation and evaluation of language teaching
materials (Tomlinson, 2001:66).
Anything done by materials developers or teachers to facilitate the learning of the language
teaching
Anything which is done by writers, teachers or learners to provide source of language input
and to exploit those sources in way which maximize likelihood of intake.
FORMS OF MATERIALS
1. Printed : - Books
- Workbooks
- Teachers book
- Worksheet
- Readers
2. Non-Printed : - Audio
- Video
- Computer-Based
3. Self Access &Internet
 THE ROLE OF MATERIALS
ACCORDING TO CUNNINGSWORTH
(1995)
A source for presentation (spoken or written)
A Source of activity for learner practice and communicative interaction
A refence source for learners on grammar, vocabulary, Pronunciation, etc.
A source of stimulation and ideas for classroom activities
A source for syllabus
A support for less experienced teachers who have not yet gained confidence
in teaching
AUTHENTIC VS ARTIFICIAL MATERIAL

Authentic Materials Artificial Materials

Any material which are not Any material which are designed
designed for learning and teaching and intended for teaching and
purpose learning purposes

Examples: Magazine, newspaper TV Example:Textbooks, CDs for listening

broadcast, recorded real telephone ,and etc.
conversation, photographs, and etc.
THE ADVANTAGES OF AUTHENTICITY

The have a positive effect on learner motivation

They provide authentic cultural into about teaching and learning
They provide exposure to real language
They relate more closely to learner needs
They support a more creative approach to teach

(Phillips & Shettlesworth, 1978; peacock, 1997)

THE DISADVANTAGES OF
AUTHENTICITY
Artificial (created) material can also be motivating
Authentic materials often contain difficult language
Artificial materials may be superior to authentic materials as tyey are
generally built around a grade syllabus
Authentic materials preparation is time consuming
Authentic materials may contain culturally inappropriate content
Authentic reading texts are usually quite long, which usually leads to
demotivate
 ADVANTAGES OF TEXTBOOKS
They provide structure and syllabus for a program
The help standardize instruction
They maintain quality
They provide a variety of resources
They are efficient
They can provide effective language models and input
They can train teachers
DISADVANTAGES OF TEXTBOOKS

The may contain inauthentic language

They may distort content
The may not reflect students needs
They can deskill the teacher
They are expensive
 EVALUATING TEXTBOOK
BEFORE EVALUATING TEXTBOOKS, WE SHOULD CONSIDER
THE FOLLOWING QUESTION
The role of the textbooks in the program
A textbook mostly determines the syllabus and objectives
1. will it be employed with small or big class?
2. will learners be expected to buy a workbook as well or should
the textbook provide all the practice students need?
The teacher in the program
1. are teacher free to adapt and supplement the book?
2. are the native speakers of English? If not, how well do they speak
English?
 EVALUATING TEXTBOOK
BEFORE EVALUATING TEXTBOOKS, WE SHOULD CONSIDER
THE FOLLOWING QUESTION

The learners in the program

1. Is each student required to buy a book?
2. What do learners typically expect in a text book?
3. Will they use the book in class and in the home?
4. How will the use the book in the class? Is it the primary source of
classroom activities?
5. how much are they prepared to pay for a book/
THE FACTORS INVOLVE IN THE DEVELOPMENT
OF COMMERCIAL TEXTBOOKS

The books are representing the interest of the authors

The books are representing the interest of the publishers
(Byrd, 1995; Warner, et.at., 1995)
CRITERIAL FOR TEXTBOOK
EVALUATION
According to Cunningsworth (1995) there are 4 criteria for evaluating textbook:
1. They should correspond to learners needs. They should match the
aims and objectives of language program.
2. They should be reflect the uses ( present of future) that learners
will make of the language.
3. They should take account of students needs as learners and should
facilitate the learning process, without dogmatically imposing a
rigid method.
4. they should have a clear role as a support for learning.
ADAPTING TEXTBOOK

Dudly-Evans & St. John (1998) highlight that a good material provider
(teacher) needs to be able to:
1. Select appropriately from what is available
2. Be creative with what is available
3. Modify activities to suit learners needs
4. Supplement by providing extra activities
SIGNIFICANT CONSIDERATIONS IN
ADAPTING TEXTBOOKS
Modifying content
Adding or deleting content
Reorganizing Content
Addressing omissions
Modifying task
Extending task
THE NATURE OF MATERIAL
DEVELOPMENT
The goal is create materials that can serve as resources for effective teaching.
The writer start a learning goal in mind and then seeks to create set of activities
that enable the goal to be reached. Shulman (1987) describe that transformation
phase of this process as consist of:
1. Preparation
2. Representation
3. Adapting and tailoring to students characteristics
ROWNTREE (1997)
Rowntree (1997) point out that a good material should:
1. Arose the learners interest
2. Remind them of earlier learning
3. Tell the what they will be learning next
4. Explain new learning content to them
5. Relate these ideas to learners previous learning
6. Get learners to think about new content
7. Help them get feedback on their learning
8. Encourage them to practice
9. Enable them to check their progress
10. Help the to do better