CRITICAL BOOK REPORT

ENGLISH TEACHING MATERIAL DEVELOPMENT

Lecturer : Dr. Anni Holila Pulungan, M.Hum.

CREATED BY :

Indah Febrianty (2201121025)

Nita Khoiriah (2203321028)
Nurul Nabila Madaniyah (2201121014)
Majdina Hanifah (2203321029)
Reina Raisya Hasibuan (2203321037)
Resyalwa Azzahra Harahap (2203321009)
DIK 20 F

FACULTY OF LANGUAGES AND ARTS

ENGLISH DEPARTMENT
MEDAN STATE UNIVERSITY
2021
No. Book Identities Strenght Weakness Summary Contribution to the study
1.  Book Title:  In the first  The cover is Effective materials in language teaching are shaped by The contribution that we
ENGLISH book, the too simple so consideration some factors including the teachers, learners and students get from this first
CURRICULUM curriculum and it doesn't catch contextual variables. Whatever materials used by teachers, they book can be a
AND MATERIAL material the reader's generally serve as the basis for much language input that the complementary material to
DEVELOPMENT development attention. learners obtain and the language practice that occur in the support the teaching and
 Edition: Third print are explained  This book is classroom. Generally, teachers tend to use all guidance learning process for the
2017 in detail lacking in provided by a textbook. However, it is a fact that a textbook English Language
 Author: PRYLA  This book describing does not always meet the variety conditions in a language class. Materials and Curriculum
ROCHMAHWATI discusses the examples that 1. The Concept of Material Development Development courses and
, M.Pd current English occur in According to Tomlinson, material development is anything encourage students to be
 Publisher: STAIN curriculum and learning using which is done by writers, teachers or learners to provide active and motivated in
Po PRESS material curriculum sources of language input and promote language learning. their studies. To improve
development and material Therefore, materials development processes will be success the quality of education,
in which the development if the curriculum developers have the good concepts of the government develops
structure of the material development. Ken Hyland suggests nine steps of educational curricula in
language is materials development related to course materials namely accordance with the
easily consideration of the students, consideration of learning demands of society and
understood by context, consideration of the target context, establishment technological advances,
the reader of course goals and objectives, planning the syllabus, including in Indonesia.
 This book is devising units of work and lessons, creation or evaluation Therefore, teachers,
suitable as a and selection of materials, teaching the course, evaluation students, and stakeholders
guidebook for of learners. are aware of it.
teachers, 2. Principles of Developing Materials
because the According to Tomlinson the basic principles in developing
language and materials for the language teaching are:
contents are • Materials should accept impacts
easy to • Materials should help learners to feel at ease
understand and • Materials should help learners to develop confidence
the • What is being taught should be perceived by learners as
explanations relevant and useful
are complete • Materials should require and facilitate learners self-
 investment
• Learners must be ready to acquire the point being taught
• Materials should provide the learners with opportunities
to use the target language to achieve communicative
purposes
• Materials should take into account that the positive
effects of interaction are usually delayed
• Materials should take into account that learners have
different learning styles
• Materials should take into account that learners differ in
effective attitudes
• Materials should permit a silent period at the beginning
interaction
• Materials should not rely too much on controlled
practice
• Materials should provide opportunities for outcome
feedback
3. Types and Characteristic of Teaching Material
We can divide the materials into some types as follows:
• Printed materials, for example textbook, student’s
worksheet, pictures, photographs, newspapers,
magazines, etc.
• Audio materials, for example cassette and compact disc.
• Audio visual, for example video compact disc, film.
• Interactive teaching materials, for example web based
learning materials, computer assisted instruction.
Teaching materials can be also categorized whether they are
authentic or created.
• Authentic Materials. Authentic or learner-
contextualized, materials is print materials used in ways
that they would be used in the lives of learners outside
of their education classes.
 • Created Materials
• Refers to textbook and other specially develop
instructional resources. There are also some strength
and limitations of created materials.
4. Developing Materials
According to Tomlinson, there are seven steps in the
process of materials writing. The steps are identification of
need for materials, exploration of need, contextual
realization of materials, pedagogical realization of
materials, production of materials, student use of materials,
evaluation of materials against agreed objectives.
• Evaluating Materials. The activity in evaluating
materials involves measuring the value (or potential
value) of a set of learning materials by making
judgments about the effect of the materials on the
people using them.
• Adapting Materials. Materials adaptation involves
changing existing materials so that they become more
suitable for specific learners, teachers or situations.
Adapting existing educational materials usually requires
less time and fewer resources than developing new
materials.
Tomlinson and Masuhara suggest that the most
effective way of conducting a material adaptation is to:
- Have a large bank of categorized materials that you
can
- Readily retrieve for adaptation.
- Have colleagues with whom you can share
resources and who
- Are willing to go through the adaptation process
together.
- Have colleagues who are happy to give you
 feedback on your adapted materials.
- Be in an environment in which materials evaluation,
adaptation and development are encouraged and
teachers’ time and efforts are acknowledged.
- Revisit adapted materials and improve them.
2.  Book Title:  The second  There are 1. Introduction The contribution that we
Developing book has a almost no Prowse (1998) reports the responses of ‘ELT materials students get from the
Materials for cover that weaknesses writers from all over the world’ who ‘met in Oxford in second book is that
Language Learning attracts readers in this book, April 1994 for a British Council Specialist Course with students can facilitate the
 Edition: Second and has a god it's just that UK-based writers and publishers’ (p. 130). When asked to learning of a language.
Edition 2013 color perhaps a few say how they wrote their materials, many of them focused Students can be linguistic,
 Author: Brian  Many points expert on the creative process of writing (e.g. ‘writing is fun, visual, auditory or
Tomlinson are explained opinions to because it’s creative’; ‘writing can be frustrating, when kinesthetic. Students can
 Publisher: British in each sub- strengthen ideas don’t come’; ‘writing is absorbing – the best materials inform learners about the
Library chapter, which the are written in “trances”’ (p. 136)) and Prowse concludes language, they can provide
Cataloguing-in- makes it easier information that ‘most of the writers quoted here appear to rely heavily experiences with the
Publication Data for readers to in this on their own intuitions, viewing textbook writing in the language used, they can
understand chapter. The same way as writing fiction, while at the same time stimulate language use or
material discussion in emphasizing the constraints of the syllabus. The unstated they can help students
development each sub- assumption is that the syllabus precedes the creation’ (p. make discoveries about
 In this book chapter is 137). language for themselves.
there are many also too Jolly and Bolitho (2011, p. 113) have an interestingly
explanations broad and different approach to frameworks and focus not on a unit
using expert long but still framework but on a framework for developing materials
opinions and easy to which involves the following procedures:
complete understand • Identification of need for materials
references • Exploration of need
• Contextual realization of materials
• Pedagogical realization of materials
• Production of materials
• Student use of materials
• Evaluation of materials against agreed objectives
 The six principles of materials design identified by
Nunan (1988):
• Materials should be clearly linked to the curriculum
they serve.
• Materials should be authentic in terms of text and task.
• Materials should stimulate interaction.
• Materials should allow learners to focus on formal
aspects of the language.
• Materials should encourage learners to develop learning
skills, and skills in learning.
• Materials should encourage learners to apply their
developing skills to the world beyond the classroom.
2. A Text-driven Approach to Materials Development
• Text Collection
• Text Selection
• Text Experience
• Readiness Activities
• Experiential Experiences
• Intake Response Activities
• Development Activities
• Input Response Activities
3. Using The Framework
There is no need to follow all the stages in the framework,
the sequence of some of the stages can vary and sometimes
the teacher might decide to focus on a particular type of
activity because of the needs of the learners.
By using the framework as a guide you can very quickly
develop principled and engaging materials either for a
particular class or for a course of materials. I have used it
myself to prepare cover lessons at 5 minutes’ notice and I
have used it in Belgium, Japan, Luxembourg, Singapore,
Turkey and Vietnam to help teachers to produce an
 effective unit of material in just 15 minutes.
4. A Web-based Adaptation of the Framework
Although the framework above is primarily text-driven it
can be adapted to become an activity-driven framework
with the text to base the activities on being chosen by the
learners from a library of texts either provided for them or
built up over a period of time by themselves. Or the
materials can be based on units of text genres and the
learners can be asked to find an appropriate and engaging
text from the internet.
5. Other Types of Principled Framework
One type of task-based approach which is gaining
popularity with teachers and especially with learners is the
problem-solving approach. Another principled approach
which is gaining popularity is CLIL (Content and Language
Integrated Learning). In this approach the learners are
taught a subject, topic or skill through the medium of a
language they are learning.
3.  Book Title: Issues  In the third  This book 1. Introduction Then the contribution that
in Material book the is quite Materials are just one strand among others: the teachers we students get from the
Development cover is quite good but who will use them, the learners who will hopefully learn third book is to define and
 Edition: Volume 4 interesting the from them, the sponsors who will pay for them, the state the value of topics
 Author: Maryam and colorful essence of publishers who will publish them, the curriculum and that involve affectively, he
Azarnoosh, Mitra  The content in the title syllabus which prescribe their content, the system which highlights issues of
Zeraatpishe, the units in discussed will decide on the length and intensity of class time and materials development to
Akram Faravani, this book is is still assess the outcomes, the material and economic conditions pay attention to the
Hamid Reza complete and unclear in which they are produced and used, and the culture in emotions and motivation
Kargozari informative so and which the learning is embedded. The moment we set out to of learners that can lead to
 Publisher: Sense that readers difficult design any materials, we are enmeshed in this web of learning and autonomy.
Publishers can grasp the for readers interrelated and often conflicting factors. Like so many While this is illustrated
science of to things, it is not as simple as it looks. through the presentation of
teaching understand 2. Some Fundamental Issues a set of material as a
 English well. The Four Skills will usually be taught separately, as will the complete lesson provided
 The contents nuts and bolts of the grammar. Focus will be on intellectual for a learner-centered
of the prowess. In this belief system, teachers are at the centre, class.
chapters in and students are on the receiving end of their teaching,
this book are which is based on a firm belief that it is possible to predict
simple so that what students will learn, and when, and on the need for
readers are strict control over what is presented and learnt. Rules are
able to presented and explained, then examples given.
understand The factors in the first column amount to a belief in
teaching conforming to what is expected by those higher up the
material. ladder of authority, and by the beliefs of the culture or
society in which it operates. By contrast, the items in the
second column reflect a belief system which places genuine
communication at the centre of learning. The function and
meaning of language is paramount.
3. Principles of Material Design
The ‘Ellis Principles’ (Ellis, 2005), for example, which
have been adopted by the New Zealand Ministry of
Education to guide the language teaching syllabus in New
Zealand secondary schools. Tomlinson’s (2011, pp. 8–23)
list of “principles of second language acquisition relevant to
the development of materials for the teaching of languages”
4. Procedures
• Macro-level Process
At the macro-level, the main processes will be:
Design an overall framework. This will often be derived
from the syllabus provided or prescribed by the
Ministry of Education or by some international body, or
by the institution. It will involve deciding on the general
approach. It may be that more specific approaches are
specified – as in the case of CLIL, ESP or EAP.
 Micro-level Process
Once the major decisions have been taken, the actual
writing can begin. Here I shall offer just two approaches
to the detailed writing.