MATERIALS FOR BEGINNERS

By :

Delima Sibarani 171220020

Siska Novia 171220091
Theofany Sabtiandy R. 171220098

STUDY PROGRAM ENGLISH EDUCATION

LANGUAGE AND LITERATURE DEPARTMENT
STKIP-PGRI
BANDAR LAMPUNG
2019
 FOREWORD

First of all thank to Allah SWT because by His grace we can finish this paper about
"Materials for Beginners" well, although still many flaws in it. And also we thank to
Miss Sri Wahyuningsih, S.Pd., M.Pd. as the lecturer of Curriculum and Material
Development that has given this assignment to us.
We really hope this paper can be useful in order to increase our insight and knowledge
of Materials for Beginners. We are also fully aware that in this paper there is a shortage
and is far from perfect. Therefore, we expect criticism and suggestions for the
improvement of the papers we will make in the future.
Hopefully this simple paper can be understood for anyone who reads it. If the paper we
have put together can be useful for both ourselves and those who read it. Previously we
apologize if there are any errors of words that are less favorable and we ask for
constructive criticism and suggestions from you for the improvement of this paper in the
future.

Bandar Lampung, March 20th, 2019

Author

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 TABLE OF CONTENTS

Foreword ii
Table of Contents iii
Chapter I Introduction 1
1.1 Background 1
1.2 Problem Formulation 1
1.3 Objectives of Writing 1
1.4 Advantages 1
Chapter II Discussion 2
2.1 Teaching Materials 2
2.2 The Learners 3
2.3 Approach and Methodology 5
2.4 Oral Production 6
2.5 Learner Style 7
2.6 Alternative Beginner Materials and Coursebooks 8
2.7 An Ageing Methodology for New Materials 9
2.8 TPR Plus 9
2.9 An Example of Alternative Materials 10

Chapter III Closing 11

3.1 Conclusion 11
References 12

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 CHAPTER I
INTRODUCTION

1.1 Background

Teaching is the process of inculcating moral values, abilities, skills by an experienced person to an
inexperienced person in order to ensure positive change in behavior useful in developing oneself
and the society. Teaching is shaping one's thought and action through giving instructions and
performing practices that create a new behavior and capacity. A teacher needs teaching materials
or can also define as the sources of learning. The sources of learning means anything that can give
the students information, knowledge, experience and skills in teaching learning process.

1.2 Problem Formulation

1. What are Materials for Beginners?

2. How to make the beginners enjoy learning?

1.3 Objectives of Writing

1. To know what Materials for Beginners are

2. To know how to make beginners enjoy learning

1.4 Advantage

This paper is expected to add references related to Materials for Beginners.

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 CHAPTER II
DISCUSSION

2.1 Teaching Materials

Teaching materials can also define as the sources of learning. According to Mulyasa (2006),
the sources of learning means anything that can give the students information, knowledge,
experience and skills in teaching learning process. Furthermore, learning resources can be defined
as the information that is presented and stored in a variety of media and formats, which assists the
students learning as defined by provincial or local curricula. This includes but it is not limited to,
materials in print, video, and software formats, as well as combinations of these formats intended
for use by teachers and students.
In short, teaching materials are anything used by the teachers in learning process arranged
systematically in order to give the students information during instructions covering to written
materials and non-written materials.
According to Mulyasa (2006), there are some kinds of teaching materials. Those are:
1. Human being; it is the persons delivering the massage directly in learning process. It can be
the teachers, the counselors; the administrators who delivered the massage by design.
2. Instructional media; it can be anything contained of education substance that assists
learning process. Mostly, the teachers use printed materials such as book, which is licensed
by central government, handout, module, brochure, leaflet, wall-chart etc. Besides
completing the materials by printed materials, the teachers can use another instructional
media by using the educational film, map, etc.
3. Environments; it is related to the setting for learning process happened. It can be classroom,
library, laboratories, museums, etc.
4. Tools and devices; it is the sources of learning for production or applying another tool for
instance: camera for photograph, tape recorder, LCD projectors, television, radio, etc.
5. Activity; it is the source of learning that consists of the combination of some teaching
methods in learning process. It covers events or facts that happened.

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2.2 The Learner

A. Young Learner
Young learners are learners in elementary school aging 9-10 years old who are learning as foreign
language. The teacher must be professional to teach them, because the lesson can be the big
foundation on their learning, young learners can also learn fast and good on imitating their teacher,
so, the teacher must be a good model on their learning process. Young learners have a big
motivation if they learn with what they like, for example: from their hobby, they can be very
enthusiastic for their learning.
There are some strategies in teaching young learners:
1. Learning should be fun and natural for children. In order for them to be successful in
learning the target language, there must be the absence of stress. It is commonly believed
that the environment of the foreign language learning often causes stress and anxiety.
Children are believed not to learn language forms directly; commands are believed to
helpful for children to interpret meanings. This activity is believed to liberate self-conscious
and stressful situations.
2. The language should be first presented through sounds, not written symbols. Listening and
speaking are worked on as the learners produce meaningful utterances concerning physical
objects and their own experience. After children can produce sounds in the target language
and connect the sounds with the truth, the may begin to read symbols in the target language.
This process can begin after the children are able to understand what other people speak
(listening) and able to produce the language (speaking).
3. Children are more sensitive to anything that touches the senses; they react easily to physical
objects. Language is taught by having the students use their senses: touch, see, listen, smell,
and even taste if necessary. This will help them relate the linguistics signs to truth that they
perceive with their senses.
4. Meaning should be made perceptible through concrete objects or by presentation of
experience. When a language learner makes a mistake or misconception of something, the
teacher does not correct it through translation but he/she tries to show something to make
the meaning clear.
5. The idea that teaching should start from what the students already know in order to
encourage association processes seems to favor children. By teaching through this way,
children are expected to know what they are doing. They are not only saying something
without being aware of what they are saying.

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 B. Adult Learner

Adult Learners are at least 21 years of age and have taken a break of three or more years from
formal education. They come to education from a variety of backgrounds with diverse educational
and work experiences. Adult learners may have left high school early and returned at a later date to
graduate with grade 12; or started at a post-secondary institution right out of high school and then
had to leave; or sometimes they always wanted to attend university but never did.
There are some strategies in teaching adult learners:
1. Treat them like the adults they are.
Adult learners are generally more sophisticated and experienced than their younger
counterparts and they benefit from realistic examples of skills they can use in “real life.”
2. Be aware that their classroom skills may be “rusty.”
Some adult learners have not been in a classroom for 30 years, so you may need to remind
them of basic rules and etiquette, such as raising a hand if you have a question. At the same
time, reassure them that, as the instructor, you will not be judgmental of their life
experiences or their perspectives, and that they will be evaluated only on their mastery of
the content.
3. Consider and acknowledge the technology gap.
Students in their 50s and 60s are generally not nearly as tech savvy or tech dependent, as
some would argue as 18 or even 30 year olds. Assess each student’s level of proficiency as
it relates to class requirements and compensate. Even if they are skilled with technology,
adult learners tend to have dramatically different habits. While younger students may be
tethered to technology, adults have longer attention spans and traditional classroom
approaches appeal to them
4. Be efficient with lessons and activities.
Move fast and don’t waste anyone’s time. Adult students have jobs, sometimes children and
tons of responsibilities, so pack every class with information and useful activities. Consider
balancing instructional time with “lab” time, giving students an opportunity to do modeling
work or homework in class to give them a better chance of accomplishing all the
requirements on time. Build in safety nets that allow a limited number of late assignments
to maintain flexibility, accountability and expectations of excellent work.

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 5. Be creative
Use the unique vibe or personality of each class to teach the lesson and choose activities
that engage, and even entertain to some degree. Pair highly motivated students with those
less skilled on projects to create peer encouragement and mentoring. Leppert says this
strategy keeps students interested, attendance high and motivation strong.

2.3 Approach and Methodology

The term teaching approach refers to the general principles, pedagogy and management strategies
used for classroom instruction. Teaching approach can be organized into four categories based on
two major parameters: a teacher-centered approach versus a student-centered approach, and high-
tech material use versus low-tech material use.
1. Teacher-Centered Approach to Learning
The most widely known teaching approach is teacher- centered. This is the "traditional"
mode of education. In a traditional classroom, teachers will lecture students, maybe pose a
question or two, but predominantly, students will sit and get without much interaction with
what they are learning.
2. Student-Centered Approach to Learning
While teachers are still an authority figure in a student-centered teaching model, teachers
and students play an equally active role in the learning process.
The teacher’s primary role is to coach and facilitate student learning and overall
comprehension of material, and to measure student learning through both formal and
informal forms of assessment, like group projects, student portfolios, and class
participation. In the student-centered classroom, teaching and assessment are connected
because student learning is continuously measured during teacher instruction.
3. High Tech Approach to Learning
Advancements in technology have propelled the education sector in the last few decades.
As the name suggests, the high tech approach to learning utilizes different technology to aid
students in their classroom learning. Many educators use computers and tablets in the
classroom, and others may use the internet to assign homework. The internet is also
beneficial in a classroom setting as it provides unlimited resources. Teachers may also use
the internet in order to connect their students with people from around the world.

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 4. Low Tech Approach to Learning
While technology undoubtedly has changed education, many educators opt to use a more
traditional, low tech approach to learning. Some learning styles require a physical presence
and interaction between the educator and the student. Additionally, some research has
shown that low-tech classrooms may boost learning. For example, students who take
handwritten notes have better recall than students who take typed notes. Another downside
of technology in the classroom may be that students exposed to spell check and autocorrect
features at an earlier age may be weaker in spelling and writing skills. Ultimately, tailoring
the learning experience to different types of learners is incredibly important, and sometimes
students work better with a low-tech approach.
Here are some examples of low technology usage in different teaching methodologies:
Kinesthetic learners have a need for movement when learning. Teachers should allow
students to move around, speak with hands and gestures.
Expeditionary learning involves “learning by doing” and participating in a hands-on
experience. Students may participate in fieldwork, learning expeditions, projects or case
studies to be able to apply knowledge learned in the classroom to the real world, rather than
learning through the virtual world.
Many types of vocational or practical training cannot be learned virtually, whether it be a
laboratory experiment or woodworking.

2.4 Oral Production

Beginner learners do not actually know much about the language or anything of the
language, they have to mimic the teacher or the tape slowly build up competence in the target
language by rote learning. This approach may create the illusion of satisfying a false learner
expectation of being able to say something meaningful in the target language from the first day, but
in fact probably damages the learner’s prospects of becoming fluent in the target language within a
reasonable period of time.
If materials writers and publishers can learn anything second language acquisition research,
it is that language acquisition takes time and that during the initial period of acquiring a language
the learner is silent. This is die language is unable to produce any real meaningful language. If we
decide to against this principle of acquisition and encourage learners to speak in the target language
immediately, we run the risk of triggering off a series of disruptive consequences to learning.

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 When learners are forced to speak in the target language before they are ready, or in the
other words before they have acquired enough language to do so, they will suffer from cognitive
overloading. The beginner learner is so ‘busy trying to identify sounds, word boundaries, decode
and recall word or phrase meanings and hold it all in working memory’ that there is very little or no
processing energy left for language production. These processes have to become automatized
before learners are able to devote enough spare processing energy to meaningful production. If
these processes are not automatized, learners cannot access what has been acquired, there is
nothing to access. Thus learners are again asked to overload their cognitive circuits.
An insistence on premature production can cause considerable affective problems for die
learner too. Confident, competent and interesting people outside of the language learning class ‘can
easily despair at being confronted by failure in handling such seemingly trivial tasks. Where the
course material is reduced to even simpler transactions to avoid such overload/

2.5 Learner Style

The term “learning styles” speaks to the understanding that every student learns differently.
Technically, an individual’s learning style refers to the preferential way in which the student
absorbs, processes, comprehends and retains information. For example, when learning how to build
a clock, some students understand the process by following verbal instructions, while others have
to physically manipulate the clock themselves. This notion of individualized learning styles has
gained widespread recognition in education theory and classroom management strategy. Individual
learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior
experience. In other words: everyone’s different. It is important for educators to understand the
differences in their students’ learning styles, so that they can implement best practice strategies into
their daily activities, curriculum and assessments.
One of the most accepted understandings of learning styles is that student learning styles fall into
three “categories:” Visual Learners, Auditory Learners and Kinesthetic Learners. These learning
styles are found within educational theorist Neil Fleming’s VARK model of Student Learning.
VARK is an acronym that refers to the four types of learning styles: Visual, Auditory,
Reading/Writing Preference, and Kinesthetic.

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  Visual: Students learn well when aided by images, pictures, and spatial organization of
elements
 Auditory: Students learn well when aided by music, sound, rhyme, rhythm, speaking or
listening
 Reading/Writing: Students learn well by reading or writing the material you want to learn
 Kinesthetic: Students learn well when you can move your body, and/or use your hands and
sense of touch. Writing or drawing diagrams are physical activities that can fall into this
category as well.

2.6 Alternative Beginner Materials and Coursebooks

The primary problem of EFL beginners’ coursebooks is their obsession with immediate
language production and its associated cognitive and affective issues for language learners.
Common sense would dictate that the immediate objective of any beginner’s language course
should be the development of learners’ language competence via a comprehension approach to
learning. Language instruction grounded in a comprehension approach, if done thoughfull, can
avoid the problems of overloading and stress often involved in convensional beginner level
textbooks. Furthermore, a comprehension approach to learning is inherently non-linear and
depending on how it is practiced, would ceter for a majority of learnres, in that it provides a global
experiential emphasis to learning.
Since the mid-1980s a number of US unyversity ESL programmes have adopted in
approach called Focal Skills. The basic principle of this approach is that learners are exposed to
comperenhensible input with no production requirement untill they are ready to go onto a reading
programme and then writing. Oral production is brought on gradually and is not forced. Typically
in these programmes, a learner who is tested as a begginner spends at least three months just being
exposed to language mostly produced by their teacher before they see any written text or are
required to speak. The language is made accessible through actions, pictures, films and video
where the teacher explains what is happening (learners are not expected to understand dialogue)
and realia.

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2.7 An Ageing Methodology for New Materials

Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using
physical movement to react to verbal input. The process mimics the way that infants learn their first
language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a
brain link between speech and action to boost language and vocabulary learning. As Asher (1977)
points out, this method is succesfull because it caters for the majority of learners who seems to be
kinaesthetic in their preferred perceptual learning style as well as global and experential in their
general styles. These are what are known as right brain learning processes, that is, kinaesthetic,
global and experential learning are processed in the brain’s right hemisphere.

2.8 TPR Plus

TPR Plus is an expanded version of the TPR approach, applies TPR not only to acquisition
of interpersonal communication, but also to the more formal English of classroom instruction.
Based on the abilities and needs of limited English proficiency (LEP) students, the lessons are
related to curriculum areas, with the focus on the communicative functions students need in order
to succeed in a classroom. With regard to instructional materials, the teacher would diagnose
students' linguistic and academic needs and then adapt materials to their needs and purposes.
Whatever material is used or adapted, the basic criterion for including academic and/or linguistic
content is its usability; that is, the students must be able to use the selected vocabulary and
structures many times throughout the day. As the course progresses, the teacher becomes a
facilitator of learning, presenting content in a manner compatible with the students' ability and
readiness to acquire it.

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2.9 An Example of Alternative Materials

Chris Mares, and I developed for a beginrer level course for university or collage ESL
students in the USA. We believe that these materials offer a real alternative to coursebooks such as
Headstart, Atlas and New Interchange in both thematic content and approach. Altought these
materials include speaking activities and attention to linguistic and phonological forms at the
request of the publisher, the comromise is achieved in a way that still encourages learners to make
an effective investment I their leaning while catering the global, right hemisphere of language
learners as well as the analiticaal left hemisphere. The speaking activities do not require learners to
produce language orally from an acquired store of language that is not fully developed. Rather,
learners read a text they have engaged in creatively and produced in order to provide fellow
learners with futher inputs. Most importantly, there is a definite focus on comprehension, meaning
and exposure to a wide, varied and engaging input. These materials could pttentialy be more
effective in an EFL environment in which the teacher is competent in both the target language and
the learners’ LI.

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 CHAPTER III
CLOSING

3.1 Conclusion

Teaching is the process of inculcating moral values, abilities, skills by an experienced

person to an inexperienced person in order to ensure positive change in behavior useful in
developing oneself and the society. Teaching is shaping one's thought and action through giving
instructions and performing practices that create a new behavior and capacity. A teacher needs
teaching materials or can also define as the sources of learning. The sources of learning means
anything that can give the students information, knowledge, experience and skills in teaching
learning process.
In learning process the teachers teach students. There are two kinds of students (learners):
young learners and adult Learners. Young learners are learners in elementary school aging 9-10
years old who are learning as foreign language. On the other hand, adult Learners are at least 21
years of age and have taken a break of three or more years from formal education. They come to
education from a variety of backgrounds with diverse educational and work experiences. And each
of them has their own learning style. In this case, the teachers must be able to teach them well.

11
 REFERENCES

https://cicikprasetia.wordpress.com/2011/08/29/teaching-english-for-young-learners/
(accessed on March 20th, 2019)
https://hariani25.wordpress.com/category/task-1-curriculum-and-material-development/
(accessed on March 20th, 2019)
https://teach.com/what/teachers-know/learning-styles/
(accessed on March 20th, 2019)
https://teach.com/what/teachers-know/teaching-methods/
(accessed on March 24th, 2019)
https://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-
students/
(accessed on March 26th, 2019)

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