Name : Rika Anggraini

Class : 5c
NPM : 1621110078

CHAPTER 2
Selection Of Materials

This chapter explains how a teacher must be able to choose the right material for his
students. The selection of teaching materials can use LKS / coursebook as the teacher's initial
guide in teaching, because the coursebook is composed of materials to be taught in the
classroom. In here the teacher is very important to choose books by comparing one book with
another book or the teacher makes his own book to get maximum result and also when the
teacher selects teaching materials, they must choose the one that are in accordance with their
students ablilities. So selection material is very important for teaching materials so that the
learning process runs successfull.

CHAPTER 5
Adapting Classroom Materials
Before the teacher starts the learning process the teacher needs to first introduce the
teaching materials in the class to students. So that later the material can be absorbed and easily
understood by students and in the process of introducing teaching materials it is very important
because this is one of the processes of approach between a teacher and students.

Chapter 12
Developing Electronic Materials for Language Teaching
Explain how to use electronic media as teaching material. How a teacher explains material using
electronic media such as using a computer while studying, using infokus as a tool, and students can learn
to use e-books as an additional medium of learning.
 Chapter 15
Materials for Beginner
This materials is intended for beginners, so in this materials it explain how to teach
language to beginners correctly. For the teacher this materials is very important, because
teaching material for beginner must be adjusted starting from basic. So that it will make beginner
understand the material according to its basic abilities.

Chapter 17
Talking like Texts and Talking about Texts : How Some
Primary School Coursebook Tasks are Realized in the
Classroom
This chapter explains what coursebook assignments are like. Tasks such as: for example
the assignment of reading material in the coursebook is mostly different from the reading
assignment given by the teacher. For example the coursebook instructions for assignments to
read but the teacher gives the task of translating text and may be taken home, then other
examples of speaking material are in accordance with existing instructions but the teacher
indirectly gives instructions for memorizing. So the main task that the teacher gives is often
incompatible with the task coursebook instructions.

Chapter 18
Materials for Specific Purposes
ESP's goal is for students to be able to master English in the fields they study such as
chemistry students, so they must understand English for chemistry or if they are engineering
students they must know English for engineering or if they work in hospitality then they must
master English hospitality . ESP is generally used in teaching foreign languages for certain uses
in certain fields of science and professions.

Chapter 25
 Materials for Language Awareness
This chapter began with an expression of regret that language awareness work has not yet
found its way into mainstream published materials. Perhaps that is too much to hope for in the
short term, given the conservatism of most publishing houses and the washback effect of public
examinations. However, most teachers and authors know, deep down, that there is much more to
language than the coursebooks would have us and our learners believe, and that there is a need,
at the very least, to supplement existing materials with a more honest and open approach to the
intricacies and complexities of real language in use. There is no guarantee that language
awareness work will have an immediate impact on learners’ ability to use language fluently and
accurately, but there is no doubt that it will engage them in thinking critically about how
language is used for different purposes, and that it will give a real context to their struggles with
language system.

Chapter 26
Materials for Culture Awareness
One consequence of the ‘communicative turn’ taken by ELT since the late 1970s has been
the marganilization, and at times the complete exclusion, of culturally specific content in
published teaching materials.
The problematic relationship of culture to language teaching and learning is further
complicated by the way in which the concept of culture in language teaching has been freighted
with connotations of and out moded approcahto transmitting unmediated facts and information
about an implicitly superior ‘target’ culture.
This chapter proceeds feom a strong assumption that language teaching and learning
invariably involve issues of sociocultural dimension of language are fundamentally flawed.
However, the pedagogical implications extend beyond issues of content: if culture is seen as the
expression of beliefs and values, and if language seen as the embodiment of culture identity, then
the methodology required to teach a language need to take account of ways in which the
language expresses cultural meanings.

Chapter 29
Materials Development and Teacher Training
 In this chapter would like to process new ways of training teachers in pre-service and in-
service courses in materials development and evaluation, not necessarily by inserting materials
development components in these courses, but by considering materials development and
evaluation as a result of a process that requires and awareness and a deeper understanding of the
individual teaching circumstances surrounding theory and practice. and awareness and a deeper
understanding of the individual teaching circumstances surrounding theory and practice.
Subsequently, materials design will not be seen as the combination between creativy and learned
skills made by good materials developers, but as a result of a more trorough reflection from the
teachers of the situations surrounding the materials used in the classroom and the ability to
question and test relevant theory in practice by using gained skills, experience and cognition.

Chapter 30
A practical Experience of Institutional Textbook Writing
Product/Process Implications for Materials Development
This chapter give the explanation about textbook there are 2 parts of textbook :
1. Textbook as product exploration of this product as part of a delivery system. For
example: how the textbook in the curriculum already suitable / not textbook with the
curriculum
2. Textbook as process it is explore its impact on standards of teaching and learning. For
example: like a book that only looks at the shape and rover that looks interesting even
though it doesn’t necessarily fit the contents as a process.
In here we can look if no one textbook is suitable to be used in the learning process,
so we as prospective teachers must be able to develop teaching materials.

Chapter 31
Personal and Professional Development Though
Writing : the Romanian Textbook Project
Explain about teaching materials about the romanian textbook project. So the romance
textbook focused on reforming the English textbook. In the 1990s, the Ministry of Religion
wanted to introduce new textbooks for English language throughout the school system and
invited the British Council to collaborate in designing and implementing a project. This project
developed the high-quality EFL (Eglish Foreign Language) book series and good practice in
writing the textbook to teaching materials for students and teachers. A good balance between
tradition and innovation in romanian language and ELT international.
- Type textbook used by all students and teachers throughout the Roman
- The big impact after the project was completed is that its success (this textbook) caused interest
from other countries' ministries of education
-The purpose / function of this textbook is as a material model for British textbooks and the other
country in this world.