SUMMARY TASK

ARRANGED BY:

HASIYANTI

(A2B021016)

LECTURER : Dr. SYAFRYADIN, S.Pd, M.Pd

SUBJECT: ENGLISH TEACHING MATERIAL DEVELOPMENT AND

EVALUATION

POSTGRADUATE PROGRAM ENGLISH EDUCATION

UNIVERSITY OF BENGKULU

ACADEMIC YEAR 2021/202

A. PRINCIPLES AND PROCEDURES IN MATERIALS DEVELOPMENT

Nowadays, the term of material is actually recognizable in the nature of learning and
teaching rule. Materials are factors that allow educator indication of the study that has been
entire. Particularly, learnings are everything that can be applied by pupils toward bring about
purpose language. There are a lot illustrations as well as materials component similarly as;
handouts, worksheets, actions, and so on. In addition, the materials have a bit convenience
alike for pupils or educators similarly bargain much expansive academic aspects analytical
opinion, activity ability, democracy, universal concern, cross-cultural awareness and so on.
Nation and Newton (2009) stated that in an perfection language course contains: (1) focusses
on input meaning;(2) focusses on output meaning; (3) reflect study; (4) The improvement of
eloquence.
Material wish to add that pupils expand both simple align of regular description and a
rule-based space. Teacher create that pupils are center on meaning and also object on
formula. It’s bring complete particular characteristics of pupils. In term of determine pupils’
L2 capability, it is essential to extent free and controlled development. Language
consideration should frequently suit language elements, essential qualities and strategies. The
spotlight of a course fundamental turn into the next consideration of the language. A course
around language analyze a few lessons which objective to increase the eloquence with which
pupil can apply the language knowledge that they have been know, both. Moreover, language
meaning study arrange possible report by involving components that appear commonly
within the language, so that pupils gain the exceed opportunity for their learning
achievement. Pupils allow to imitated and separated excuse in a diversity of situation to bring
back and share consideration to components they need to use.
Teachers demand resilience in a textbook to preferred and reconstruct actions.
Language become natural. Grammar should be studied inductively. Approaches should be
fair inductive and deductive, accuracy and fluency, task-based and PPP, creative and
controlled. Pupils should be help by learn to learn. Maley suggested that a related to arranged
of ideals for adequate materials, widely for pragmatic, general and intuitive than the definite
tables argued previously. The materials should demand both to the brain into felling.
An interesting new material development is considering about the basis supporting
materials design, Jill Hadfield has suggested an option proposal related to the author’s
opinion, rather than the used linguist’s. This came up an auto-ethnographic analysis design on
material from her special journal as she guarantee a materials writing assessment.

B. THE IMPORTANCE OF NEEDS ANALYSIS IN MATERIALS DEVELOPMENT

Needs analysis is one of the central of ELT and ESL. Teachers practically in each
exercise do needs analysis in explicit or implied way because they apply their exercise with
support of the material they apply and they can identify the implement of the material
genuine soon, occasionally the exercise is for long term. There are some foundation apart of
doing needs analysis in equitable approach. In line, we deliberate speculate why needs
analysis is important and how to do it? Teachers usually need more capable materials that
means directed on second language acquisition and learning foundation to fit the basic
learning needs and figure of pupils in other countries, cultures, attitudes, learning habits and
styles. Pupils’ need the best curriculum, syllabus design, approach, and the best material.
Pupils as the central authority in needs analysis usually find dilemma to describe what
language need that have. The beginner learners groups are the more challenging to classify
the learners’ needs. Thus, the teacher or even institution must be knowledgeable of their
restrain on outstanding teaching by dominant needs analysis over a few strategies. Some
benefits can be collected by best needs analysis. Needs analysis helps teachers to choose
match exercise, content and teachers’ allegation of principles and to administer a better
considering of the aim of information for the pupils.
Current generation authors and educators use to become more familiar of the
character proper needs analysis to achieve the necessity of pupils. Alike a limited range of
inquiry may have a extra positive impact in foreign language learning if they are
conscientious. Then, the alternative for this situation may not be teacher coaching to guide
him to get by the material but the arrangement of option. This is completely the same position
with the needs analysis done in Greece. Pupils were asked close-ended questions as much as
possible. However for a more decisive and valid interpretation of the data, other teachers
should observe the teacher while teaching to decide to what amount learners’ responses fit
their answers and to what amount their dilemma in listening is caused by the listening
activities and strategies in the textbook or to what extent it is due to the teacher’s application.
A. SELECTION AND GRADATION IN MATERIALS DEVELOPMENT
The aim of select material is to prepare the list of items which needed by the student.
By specify the materials the problem can easy to solve include gradation and sequencing.
Moreover, making reasonable decision is necessary in developing material to know it support
the teaching and learning content or not. In material development, there is content
specification in language-centered syllabuses which means the selection of content depends
on syllabus designers’ priorities, experiences, and beliefs about the nature of language and
learning (Nunan, 1988).
Another opinion came up from Breen 1984 stated that when select material, developer
must be considering some aspects which take crucial part in material development. Since
language is so complex and it is not possible to teach the whole language, one of the foremost
problems in developing materials is to decide about the components that should be selected
from the total corpus of language and introduced into textbooks and other teaching materials.
Below are some components in teaching a language.
1. Select correct vocabulary
Some experts ensure vocabulary content is the most useful and relevant to learners’
needs. Here are some criteria vocabulary selection;(1) frequency, it refers to total number
of meaning that given item expresses; (2) vocabulary selection refers to the applicability
of an item in different contexts. To ensure that the frequency of words is related to
learners’ need; (3) availability refers to word rare use but available in mind. An example,
classroom calls to mind the other items such as desk, teacher, and pupil. (4)Learnability
can be applied to both selection and gradation of vocabulary content. (5) Brevity is based
on assumption that long words are more difficult to understand. (6) Regularity refers to
verb with a regular past tense which will be easier to learn than irregular verbs.
2. Select the grammar
In order to selection of grammar, there are some aspects you need to consider; (1)
teachability and learnability. Based on the learnability criteria, simple grammatical
structures are easier to learn than the more complex ones
3. Gradation
Gradation is concerned with the grouping and sequencing of teaching items in a
syllabus (Richards, 2001).
4. Sequencing
Carter and Nunan (2001) define sequencing as “how areas of knowledge and
particular skills and abilities are organized within a syllabus or within teaching materials
so that they represent a path of progression and development”

B. ADAPTING AND ADOPTING MATERIALS

Adapting material is to change material to suit with learners’ need
Adopting material is to take material with considering learners need.
A. THE DEVELOPMENT OF MATERIALS
Currently, it always interested us that spent time and money on training
teacher is necessary rather than growth attractive materials. Considering how
important material especially on materials writing process some expert focus on how
to establish writing materials which is appropriate with some aspects related to
students need. A study conducted by Johnson (2003) showed that professional writers
develop their materials in very different ways from the novices. The experts designed
materials focus on visualization, show learner context sensitivity and used repertoire a
lot. Beyond those opinion regarding the expert above, as a teacher or material
developer we should consider ourselves both theorists and practitioners and when we
write materials we are guided explicit task-specific principles and by a flexible
framework but we also make full use of resources of the word processor to jump
backwards and forwards.

1. Principled development of materials

The principles suggested by Tomlison, 2008 include:

 The language experience needs to be contextualized and comprehensible

 The learner needs to be motivated, relaxed, positive and engaged
 The language and discourse features available for potential acquisition need to
be salient, meaningful and frequently encountered
 The learner needs to achieve deep and multi-dimensional processing of the
language
According to Mishan and Timmis (2015) reveals several materials developers
working through the following stages:
1. Statement of beliefs 2. Needs analysis
3. Aims and objectives 4. Syllabus design
5. Drafting 6. Piloting
7. Production 8. Revision

2. Recommendations for developing materials

1. Working as a team
2. Articulating principles (brainstorming individually, then sharing justifying
your principles, then arranging together on a common set of principles)
 3. A sample of our universal criteria (authentic samples of oral and written,
English for purposeful communication, interactive, make student discoveries
themselves. Etc)
4. A sample of our local criteria
5. Making use of frameworks
6. Text-driven frameworks (select core text, experience, the text, reflect on your
experience of the text, create a readiness activity, create an initial response
activity, create an intake response activity, create a development activity,
create an input response activity, create instructions)

B. THE PROCESS OF PUBLISHING COURSEBOOKS

The development process of coursebooks:
Stage 1: planning (contexts, target users, the rationale for producing a new course or
revised course, logistics for production)
Stage 2: Establishing a writing team principles (the selection of editors and
editorial assistants, ideals, aims and objectives of the materials, reality checks,
selection of team members, guidance of the writers)
Stage 3: drafting and feedback (evaluation of a sample unit, internal & external
reviewers, piloting, focus-group discussion)
Stage 4: production (reviewing of the completed coursebook, post-use evaluation,
visits, classroom observation and other research)
A. Developing Digital Materials

Digital materials take a crucial part in this teaching and learning process
especially when pandemic appear almost in three years. Using digital materials are
having any impacts for english learning process in terms of positive side such as
improved student motivation from engaging content and game-based strategies,
extending the learning day and year; allowing students to learn when they learn best,
anywhere anytime learning creates a new world of opportunity, allowing students to
progress at their own rate, customizing learning by level and modality, rich, deep, and
up to date, the difference between ‘turn it in’ and ‘publish it’; the ability to teachers
to share what works, instant and multiple forms of feedback; smart profiles that will
drive customized learning, students choosing what to learn, how to demonstrate their
learning.

Digital materials as facilitating on second language acquisition principles.

According to Tomlison there are some principles that can be apply in evaluating
materials such as; a rich and meaningful exposure to language in use, affective and
cognitive engagement, making use of those mental resources typically used in
communication in the L1, noticing how L2 is used, being given opportunities for
contextualized and purposeful communication in L2, and being encouraged to
interact. Moreover, in sample of digital materials that those teacher should appreciate
with; can be accessed free, appropriate for their learners, easy to navigate, approved
by some authority in english language teaching field, offer quality in learning
experience, offer approaches in line with current thinking.

Here are some points of recommendation from digital materials; digital

materials should always be designed and evaluated according to criteria development,
teacher should to increase their awareness of the potential value of digital materials,
teachers lost confidence in the validity of their teaching, technology is only a tool,
students should always be at the center of their learning, not technology.

B. Developing Materials for the acquisition of language

In terms of learning process, there are two familiar terms whereas learning and
acquisition. Is there any differences between learning and acquisition? Well both of
them have different meaning, learning is a process when our brain only keep the
memory in short-term period while acquisition is long-term memory that means
learners always remember about thing that they learn through acquisition rather than
just learning. Learners need to acquire in terms of grammar, lexical, pragmatics
components and so on. There are some field of the acquisition of language; (1) the
acquisition of grammatical competence, (2) the acquisition of lexical (relating to
 words or vocabulary) competence, (3) the acquisition of pragmatic (how context
contributes to meaning) competence.

A. Developing Materials for the Development of Skills

Skills and Strategies
Skill is action or behaviors derives from behavioral and strategy according to Cohen
(2011) is language learning strategic can be defined as thoughts and actions, consciously
selected by learners. There are four skills in English field they are; listening, speaking,
writing and reading. Each of skills have different strategies. For example in reading skill
whereas skill that result in decoding and comprehension with speed, efficiency, and fluency
and reader usually deliberate control and awareness while they read a text.
Towards unification of current thinking in different strands of disciplines for
developing materials for the four skills
1. Beliefs and myths about the native speaker model and their consequences
Teacher feel that their english is not good enough compare to native-speaker
english. Teacher also aware of the expectations of learners, parents, and other
stakeholders.
2. Process and product-based approaches
The distinction between process and product-based instruction is often made,
especially in relation to so called receptive skill (i.e. listening and reading).
Materials for teaching receptive skills tend to rely on “testlike activities”
3. Listening is the most fundamental of all the skills
Listening is the very foundation of all the other skills in L1.
4. Explicit learning and implicit learning
Explicit knowledge is deliberate and intentional, but use of implicit knowledge
is effortless and non-intentional.
B. Developing Materials for Young Learners
According to Ghosn there are two types of interactions they are interactions driven by the
coursebook and interactions stimulated by reading stories. Ghosn highlights the following
facilitators of young learner L2 acquisition:
 Teacher and coursebook tolerance of development errors
 Conversational teacher recasting of learner utterances
 Utilizing procedural memory through exposing learners repeatedly to target structures
being used in context
 Exposure to stimulating, enriched environment
 Affective and cognitive engagement
 Compelling narrative
 Social interaction
 Relevance of content and of activities
 Avoidance of explicit instruction and correction
 Rich exposure rather than restriction to specific teaching points
Other recommendations in term of materials development for young learners include:
  Immersing young learners in the target language by teacher at least 50% of their
curriculum in the L2
 Helping young learners to enquire grammar through engaged and extended repetition
in their input and their output
 Using picture books
 Using technology
 Catering for the shorter attention span of young learners by breaking lesson
 Starting both the reception and later the production phases
 Using atopic-based approach in which the topics are taken from children’s real life
and surrounding environment
Next, recommendations for developing and using materials for young learners:
 Make maximum use of stories
 TPR plus
 Games
 Drama
 Songs and chants
 Drawing
 Making things
 Scenarios
Content and language integrated (CLIL) activities:
 Task
 Discovery activities
 Multi-dimensional representation approaches
A. Developing Materials for Teenagers and Adults
Teenagers means a person whose age falls within the range between 13-19 years. This
period well known as transition from child to adult. Some characteristics of teenagers are;
peers of their own age matter more than family, questioning and challenging conventions in
family and school lives, moodiness, rapid biological, social, intellectual, and psychological
change may result in emotional ups and downs. Lastly, being curious and seeking excitement.
In line with teenagers characteristics above, in United Kingdom for instance, teenagers
characteristics may be described as; are hard please, often do not like the materials that books
provide, enjoy rebelling against a perspective approach, get bored quickly, crave
independence, and often have stronger opinions about life than many adults.
Some recommended principles and approaches that are likely to be suitable for
teenagers that are: relevant, affectively engaging, cognitively challenging, meaningful, useful,
lead to learning new useful skills, involve working with peers, achievable challenges, provide
opportunities for competitions, connect to learning outside classroom, potential social
rewards, help them feel self-fulfilled, provided opportunities to contribute to society, different
learning style and preferences and so on. In addition, approaches can be apply for teenagers
should be suit with material and the pupils.
Next is materials for young adults and adults. Young adults means someone who is
around 18 to mid-20s and adult may be subdivided into mid-20s to 65. There are some
characteristics of young adults and adults that are; have clear objective, have specific
personal, social and professional needs, be motivated to learn, expect high-quality, relevant,
and meaningful content, expect skillful and qualified teachers, expect their needs to be met,
have other multiple commitments. Tend to be pressed with time, and have other multiples
commitments.
Principles of materials for young adults and adults that are; one scenario is self-guided
discovery and the opposite scenario is a guided journey. Another scenario is guided discovery
and the last scenario is a self-guided journey. Some recommendations for developing and
using materials for young adults and adults they are; find the goals, specific needs and wants
of the learner, make use of learners’ own experience, engage adults with effectively and
cognitively engaging materials, use adult learners’ strengths
B. Developing Materials for Different Levels, Users, and Purposes
According to Klein (1986) suggested some recommendation for developing materials
that are; beginner/elementary. This emphasis on listening for meaning and which production
is postponed until learners have acquired enough vocabulary and confidence. Second, lower
intermediate/intermediate where engaging spoken and written texts drive speaking and
writing tasks. Upper intermediate/ advanced focuses on reading, listening to, and viewing of
the L2 in authentic use and even more analysis of how the L2 is typically used.
 In order to develop material for different users, there are some criteria for both
development and evaluation of a set of materials. The types of institutions, the resources of
the institutions, class size, the background, needs and wants of the learners, the background,
needs and wants of the teachers, the language policies in operation, the syllabus, objective of
the course, and so on. The types of class, classroom, and institution in which learners are
learning an L2 can be factor in determining the use of the materials. Some fairly obvious
points are that:
 Materials designed for use in well-resourced schools with reliable access to the
internet are of little value in schools with unreliable access to the internet
 Materials designed for teenagers or young adults with a liberal education will need to
be adapted before being used in cultures where many topics are taboo
 Materials written for mixed-gender classes might need adaptation when used with
single-gender classes.
 Materials designed for use with small, self-enrolled, motivated classes in language
schools
There are very few materials published specifically for self-access learners and lists the
typical types of materials available in a self-access center as: authentic materials such as
magazines, television programs, films and music; graded readers; language-learning
software/web-based resources; drama-based language learning materials; course-books; texts
for specific skills; and examination preparation texts.
In part of materials for different purposes. There are some types of them; materials for
English for specific purposes (ESP) and English for Academic Purposes (EAP), materials for
English for Speaker of Other Language (ESOL), English as an International language (EIL)
and English as a Lingua Franca (ELF). Beside materials for different purposes, there is
materials development for teacher training which is necessary for teacher to control the class.
Some ways to help teachers are; understand and question theories of language acquisition,
apply theory to practice to theory, develop the vital teacher skills of evaluation, adaptation
and materials design, develop criticality and originality.
A. VISUALS, LAYOUT, AND DESIGN
1. Visuals
The following contain the major visuals we often find in published materials
such as; photos, drawings, simplified, paintings, collages, cartoons, mock documents
that stimulate real life documents, conceptual drawing, graphs, charts, maps,
diagrams, and functional illustrations. In term of materials for children might be
include interactive visuals that allow children play actively with the visuals. The
objective of visuals are provided a visual explanation, context, show procedures,
induce affective responses, provoke thoughts and reactions, provide a visual
summary, achieve consistency and mark changes, and provide an aesthetic
experience. Some characteristics of visuals are to achieve specific objectives,
comprehensible for the target learners, suitable for the target learners, not replace or
inhibit learner visualization and not impose interpretations of texts they are
illustrating.
2. Layout
Layout has some criteria which can be category as good layout are; attracting
attention, providing focus, sequencing smoothly, separating different sections,
attracting aesthetic responses, giving consistent structure, providing impact by
dramatically departing from the normal layout. Here are some factors that contribute
to the effects of the layout that are; positioning, size, sequence, use of space, overall
balance of visuals and text, separation, and repetition of certain elements.
3. Design
Materials with good design are likely to be; appealing, aesthetic, impactful,
functionally clear, easy to use, and cost-effective. Thus, good design can help teachers
and materials writers to; achieve teaching objectives, stimulate affinity between users,
give credibility to the materials, provide a reassuring consistency, achieve intended
impact where necessary, control tones and moods.
B. Writing Instructions for Language-Learning Activities
In writing instructions several advice should be pay attention by the teachers;
 Giving no more than one or two instructions at a time.
 Giving instructions orally.
 Use a handheld electronic device to record the instructions as you given to
them to the class.
 Make the instruction clear by making step into separate sentence and setting
them out in a numbered list.
 Teach those students who have particular difficulty keeping on tract.
A. DEVELOPING READING MATERIALS FOR ESL LEARNERS
With a wide variety of reading materials available to course developers, deciding
upon the topics and contents that would be really responsive to the needs, goals and reading
abilities of the reader is, in fact, a daunting task. There are, however, a number of significant
factors such as reader’s interest, background knowledge, variety, relevance and authenticity
of materials, etc. that developers should take into account in preparing appropriate reading
materials.
Reader will, naturally enough, take more delight and interest in reading the topics that
are closely related to his individual interest. It should not only be interesting enough in terms
of the reader preferences for certain subject matters or topics (Individual interest) but it
should also be interesting enough to be appealing to the reader in terms of text characteristics
such as novelty, importance, relevance, ease of comprehension, triggering emotional
reactions, variety and so on (Situational interest).
Another way of making materials attractive to the reader is selection from various
content areas. Materials developers should attempt to make the readings varied enough to
appeal to a large number of readers. One more factor for reading materials developers to
consider is that they should decide upon the topics with which the reader feels familiar and
comfortable. In other words, in order for the reader to understand what he reads, his
background knowledge must, in one way or another, be able to accommodate the reading
topic.
Whether despite the importance of vocabulary in language learning or because of it,
vocabulary tends to create the largest source of difficulty for readers to cope with in any
reading task. Regarding the pedagogical issue, two factors should be taken into account in
vocabulary selection. Items of immediate use to students that are of everyday use should be
prioritized over other lexical items at least in the early stages and the second factor is having
selected the appropriate vocabulary, the next step for the materials developers is the effective
presentation of vocabulary items in the reading texts.
B. SOME GUIDELINES FOR DEVELOPING LISTENING MATERIALS
1. Listening types
Listening as a receptive skill is considered the oral skill which is the primary ability
developed in first language acquisition. Then, like listening practice, developing listening
materials has been marginally dealt with in instructional materials. According to Brown
(2001) and Rost (2011) suggests six types of classroom listening performances; 1) Reactive,
2) Intensive, 3) Responsive, 4) Selective, 5) Extensive, and 6) Interactive. Rost’s (2011)
classification, very similar to that proposed by Brown (2001), consists of: Intensive listening,
selective listening, interactive listening, extensive listening, responsive listening, and
autonomous listening. What are they?
 Intensive listening focuses on such elements as phonology, syntax, and lexis.
 Selective listening, as Brown asserts refers to scanning the audio materials selectively
to gather certain information.
 Interactive listening refers to conversational interactions between listeners and
speakers.
 Extensive listening aims to develop global understanding of spoken language (Brown,
2001).
 Responsive listening is a classroom listening activity used to elicit immediate
response.
 Autonomous listening refers to independent and self-directed listening in which the
teacher plays no role.
2. Listening process
Two main cognitive processes are distinguished in L2 listening instruction. They
include bottom-up and top-down processes (Lynch, 2002; Mendelsohn, 1998). Bottom-up
processing is used to combine increasingly larger units of meaning. It proceeds from
phoneme-level units to discourse-level units, from sounds to words and from words to longer
lexical items (Vandergrift, 2004). Bottom-up techniques typically focus on sounds, words,
intonation, grammatical structures, and other components of spoken language (Brown, 2001)
On the other hand, as Nation and Newton (2009) state, top-down processing moves
from the whole to the parts. Top-down processing happens when listeners bring their
background knowledge and their rhetorical schemata to the text. This type of processing is
used to predict the content of the message. It is the influence of larger units to identify
smaller units. Inferencing is the key concept of this processing. Field (2008) also states that
top-down processing serves two different functions.
3. Characteristics of Effective Listening Materials
 Authentic Materials
Underwood (1989) refers to authentic audio materials as recordings of natural speech
which are present in every day sources.
 Listening Activity Types
o Listen to a conversation
o Listen to teacher’s prompts
o Listen to a broadcast
o Listen to Poem/Song
o Listen to an audio recording
o Listen to presentation
o Listening to stories
A. MATERIAL FOR TEACHING WRITING
Writing is something, which has an aim, purpose and meaning to convey. It is not just
a grammatical exercise and a sequence of sentences. There are different approaches involved
in the teaching of writing. There was the traditional product-oriented approach that remained
in command of the situation for decades. Then the modern approach comes, the chemistry of
both, the product and the process. It stresses three things: 1. People write to communicate
with readers. 2. People write to accomplish specific purpose. 3. Writing is a complex process.
Some involves in the writing process are an idea, then thinking and working unit, then
comes shaping and reshaping it and in the end comes the final product. In addition, authentic
materials can be defined as materials that are not particularly designed for language teaching.
Therefore, authentic materials are real texts produced not only for language students, but also
for real-life use. These materials are conventionalizing and have communicative goals.
B. MATERIALS FOR TEACHING WRITING IN THE LANGUAGE CLASS
1. Media and Writing
 Advertisements. Advertisements are the most effective tool to produce writing
activities in an EFL classroom. It is also the most interesting and attractive material.
 Weather reports. Weather reports and forecasts can be exploited for writing activities
to great effect.
 The TV programmes. The TV programmes can generate a great variety of activities as
there are so many subjects like sports, politics, economics, films, dramas, celebrities
and dignitaries are entail there.
 Horoscope. Horoscope can be used to give students writing practice. Copies of
horoscopes from newspapers and magazines can be distributed in the class.
 TV and radio news bulletins. TV and Radio bulletins hold great promise to generate
writing activities.BBC and CNN offer so many lively programmes to inform us what
is going on across the globe.
 Picturing Writing: Fostering Literacy through Art. Picturing writing is an art-and-
literature-based approach to writing that integrates visual modes of thinking at every
stage of the writing process
 Games & Apps and Writing. One of the effective Apps that can be used for teaching
writing is Google Docs. Google Docs is one service of Google Drive that allows you
 to create documents, spreadsheets, presentations, forms, tables, and other document
types online.
 Computer and Writing. Computers can give instant feedback to learners. Some
Programs or even the functions in Microsoft Office package are available that can
analyse the style and structure of learners’ scripts. A notable example is Writer’s
Workbench, a product of BELL Laboratories modified by Kiefer and Smith to meet
ESL student writers’ needs (Reid, 1986).

MATERIAL EVALUATION
Material wish to add that pupils expand both simple align of regular description and a
rule-based space. Teacher create that pupils are center on meaning and also object on
formula. It’s bring complete particular characteristics of pupils. In term of determine pupils’
L2 capability, it is essential to extent free and controlled development. Language
consideration should frequently suit language elements, essential qualities and strategies. The
spotlight of a course fundamental turn into the next consideration of the language. A course
around language analyze a few lessons which objective to increase the eloquence with which
pupil can apply the language knowledge that they have been know, both.
Current generation authors and educators use to become more familiar of the
character proper needs analysis to achieve the necessity of pupils. Alike a limited range of
inquiry may have a extra positive impact in foreign language learning if they are
conscientious. Then, the alternative for this situation may not be teacher coaching to guide
him to get by the material but the arrangement of option. This is completely the same position
with the needs analysis done in Greece. Pupils were asked close-ended questions as much as
possible.
Some Principled development of materials that need to be consider by material
developer suggested by Tomlison, 2008 include:
 The language experience needs to be contextualized and comprehensible
 The learner needs to be motivated, relaxed, positive and engaged
 The language and discourse features available for potential acquisition need to
be salient, meaningful and frequently encountered
 The learner needs to achieve deep and multi-dimensional processing of the
language
According to Mishan and Timmis (2015) reveals several materials developers working
through the following stages:
1. Statement of beliefs 2. Needs analysis
3. Aims and objectives 4. Syllabus design
5. Drafting 6. Piloting
7. Production 8. Revision
 In this situation right now, we are familiar with digital materials. Digitsl material take
a crucial part in this teaching and learning process especially when pandemic appear almost
in three years. Using digital materials are having any impacts for english learning process in
terms of positive side such as improved student motivation from engaging content and game-
based strategies, extending the learning day and year; allowing students to learn when they
learn best, anywhere anytime learning creates a new world of opportunity, allowing students
to progress at their own rate, customizing learning by level and modality, rich, deep, and up
to date, the difference between ‘turn it in’ and ‘publish it’; the ability to teachers to share
what works, instant and multiple forms of feedback; smart profiles that will drive customized
learning, students choosing what to learn, how to demonstrate their learning.