NAME: RAUDATUL JANNAH

NIM: 201230049
CLASS: TBI 5B

RESUME ENGLISH MATERIAL DEVELOPMENT

ADAPTING CLASSROOM MATERIALS

In a materials adaptation can span a range of procedures from adding carefully contextualized role
plays with the objective of providing more opportunities to communicate to not finishing a
pronunciation drill because of time constraints. Whether pre-planned or spontaneous, materials
adaptation is an integral part of the success of any class. An awareness of the various reasons for
adapting materials (as well as of current approaches and procedures) can be beneficial when
considering how best to use the materials adopted for the classroom.
Adaptation depends on factors such as:
a) The dynamics of the classroom
b) The personalities involved
c) The constraints imposed by syllabuses
d) The availability of resources
e) The expectations and motivations of the learners.
Adaptation is also appropriate when materials are not ideal, as presented in the following:
a) Methods (e.g., an exercise may be too mechanical, lacking in meaning, too complicated).
b) Language content (e.g., there may be too much emphasis on grammar your students learn
quickly or not enough emphasis on what they find difficult).
c) Subject matter (e.g., topics may not be interesting to students or they may be outdated or
not authentic enough).
d) Balance of skills (e.g., there may be too much emphasis on skills in the written language
or skills in the spoken language, or there may not be enough on integrating skills).
e) Progression and grading (order of language items may need to be changed to
f) fit an outside syllabus or the staging may need to be made steeper or more shallow).
g) Cultural content (cultural references may need to be omitted or changed).
h) Image (a coursebook may project an unfriendly image through poor layout, low quality
visuals, etc.)
 DEVELOPING ELECTRONIC MATERIAL FOR LANGUAGE
TEACHING

1. Technology and Language Teaching

In most classrooms the drivers of activity are the examination and a centralised
curriculum, and as a result textbooks and teaching often reflect this. In many parts of the
world, for example, spoken language is not examined and so, although it might appear in
the curriculum, it does not get taught.
2. Opportunities Presented by new Technology
At the time of writing, we are in a period of transition. The underlying shift that has
been going on for some time is the move from analogue to digital, but there is also the
change on the Internet from what is now called Web 1.0 to Web 2.0. Web 2.0 allows many
more people to be creative with digital technologies. For example, I can sit at my computer
and record a video clip using the camera that is embedded in the laptop’s lid.
3. Task and Exercises
“Tasks” are activities that call for primarily meaning-focused language use. In
contrast “exercises” are activities that call for primarily form-focused language use.’
Examples of exercises are gap fill, multiple 4 choice and word games.
4. Authentic Text
As well as providing a way of accessing exercises either created by publishers or
by other teachers, the Internet provides a useful resource for all kinds of authentic texts, by
which I mean texts not produced specifically for learning languages, most of which are free
at the point of delivery. The most obvious examples of this are sites such as Wikipedia and
YouTube.
5. Autenthic Task
Other real world tasks can also be set up with authentic material; for example,
learners can be asked to engage in the types of activity that would be performed in the
target language, such as finding how to get somewhere, choosing a holiday destination,
selecting presents for family and friends, doing research on a topic of interest and so on.
6. Spoken English
Spoken language practice has also become much easier to organize with individuals
or groups of learners being encouraged to communicate 6 with other individuals or groups
of learners around the world.
7. Digital Literacies
Online tools such as Wikipedia can be the basis for lessons on digital literacy. There
has been a recent debate about the accuracy of open source tools such as Wikipedia, for
example Chesney (2006), and a task that you could ask more advanced learners to do is to
compare the information provided by different websites.
Bates and Hartoyo (2012) suggest that the purpose of implementing the e-learning approach is as
follows:
 1. Increase access to learning opportunities (increase access to learning opportunities) and
students' flexibility in learning.
2. Improving the quality of learning (enhancing general quality).
3. Develop skills and competencies needed by students and provide the necessary digital
skills in their fields of science, professions, or careers.
4. It accommodates various styles or ways of learning (to meet the learning styles and needs
of students).
5. Improving the effectiveness of funds (cost effectiveness), especially at the level of
secondary education.

MATERIAL FOR BEGINNER

Material is one of the essential factors in the learning process. As stated in Tomlinson
(1998:2), material is anything which is used to help teaching language to the learners. It can be the
form of a textbook, a workbook, a cassette, a video, a newspaper, etc. It means that the term of
materials is much broader than just a course book. So, it is a big mistake if a teacher teaches the
students based on the course book only. According to Brewster and Ellis (2003:27), children have
different style in learning foreign language than adults. The differences are on the motivation and
effort to learn the target language.
The process of learning and teaching foreign languages in education requires a teaching
material as a basic ingredient in supporting the learning process. Then, In the language teaching
and learning process, it is almost impossible if we are not deal with the term language learning
materials‟.
In Line (Porter 1958) Here some principles of the useful the relevant development of
materials for teaching according to Tomlinson (1998:7-21) :
1. Materials should achieve impact
2. Material should help learners to feel at ease
3. Materials should help learners to develop confidence
4. Materials should require and facilitate learner self-investment
5. Materials should provide the learners with opportunities to use the target language
6. Materials should take into account that the positive effects of instruction It is important
7. Materials should take into account that learners differ styles
8. Materials should take into account that learners differ in affective attitudes
9. Materials should permit a silent period at the beginning of instruction
10. Materials should not rely too much on controlled practice Controlled practice activities
11. Materials should provide opportunities for outcome feedback
LANGUAGE ACQUISITION AND LANGUAGE LEARNING MATERIAL

 Language Acquisition Theory

In first language acquisition, the most basic theory is the conscience hypothesis
which states that language acquisition is strongly supported by the LAD (Language
Acquisition Device) or language acquisition device. According to Chomsky, as a pioneer
of the nativism view, LAD is owned by children from birth, thus enabling them to acquire
a language (both mother tongue and other languages).
 Language Acquisition And Language Learning Material
Language acquisition and language learning are two important concepts in the study
of the linguistics, and they both have an impact on those who work in language instruction.
Both of these terms refer to ways that human beings learn language. Language acquisition
is the process by which humans acquire the capacity to perceive and comprehend language,
as well as to produce and use words and sentences to communicate. Language acquisition
focuses on learning through communication and less on learning through form (such as
grammatical structures).
 Language Acquisition
Device Some earlier theories found in Language Acquisition state that Language
Acquisition is the process of imitation or reinforcement which sometimes called as the
habit formation. Therefore, from those view we can conclude that people, especially the
child commonly get linguistics forms through the process of analogy with other form. In
the late decade, however, those views are objected by many studies and observations done
which indicate that child cannot proceed in the acquisition of language by relying only on
a process of analogy.

MATERIAL FOR GENERAL ENGLISH

 Main Needs for General English Learners

General English is one of the English learning programs for the general category.
In practice or in the learning process, General English teaches speaking and listening more
than theory. However, General English also focuses on teaching reading and writing skills
in addition to grammar and vocabulary. The courses are designed for people who want to
improve their real-life English core skills: reading, listening, speaking and writing as well
as the two language foundations: grammar and vocabulary. Mastering this skill will provide
you with more professional and academic opportunities in the future.
 Differences Between GE And EFL Context
The course books used in GE courses in English-speaking countries are also used
in countries where English is taught as a foreign language (EEL), especially in private
schools, language schools and universities. There are differences, however, between GE
 and E.FL contexts. In GE, students are physically in the English-speaking environment.
The learners face immediate needs for everyday communication to cope with life outside
the classrooms. EFL learners, on the other hand, do not have immediate everyday
communication needs outside the classroom, such as buying tickets at the cinema or
ordering food in a restaurant.
 Major Problem With GE Course Book And The Suggestions For Improvement
Even though it is used in English-speaking countries, in fact the course book for
general English still has many discrepancies in it. according to the survey, GE students
seem to indicate that they will want material that helps them manage day to-day
interactions in the specific English-speaking environment they are in. They also
commented that they prefer what they do in class to have more connection with what
happens to them outside of the classroom. GE students and teachers stated that often the
activities in the low-level materials were too easy, they wished for more interesting text
materials and activities.

DIFFERENT TYPE OF MATERIALS (MATERIAL FOR TEACHING

ENGLISH TO YOUNG LEARNERS)

Theories of English Material for Young Learner

1. Piaget
In the world of education, Jean Piaget's cognitive theory is still in use and much
discussed. At the start of the 1960s, this hypothesis gained a lot of new attention. Aspects
of the mental architecture involved in knowing something are included in the study of
cognition.
2. Vygotsky
The zone of proximal development, which refers to the development of students'
abilities slightly above their existing abilities, is where learning is said to occur when
youngsters work or learn to manage problems that have not been studied but are still within
the range of their abilities. In addition, Vygotsky described the learning process as taking
place in two stages: the first stage involves group collaboration, while the second stage is
carried out alone and involves internalization.
3. Bruner’s Learning Theory
According to Bruner's learning theory, which is almost identical to Piaget's theory,
children's intellectual development occurs in three stages of representation: enactive,
iconic, and symbolic. Enactive children are those whose attention is dependent on their
response; iconic children are those whose thinking patterns are dependent on their sensory
organization; and 6 symbolic children are those whose understanding is complete enough
for them to express their opinions verbally.
Materials for Teaching English to Young Learners
According to (Nurhadi, 2012) The developmental stage of the kid has a significant impact
on both how to teach and how to educate youngsters English. The way that young children react
to language depends on what it can do for them or what it can do for them.

DIFFERENT TYPE OF MATERIAL ( SELF-ACCESS MATERIAL, AND

EXTENSIVE READING )

In this material offer experience of language in authentic use and some set the learners
authentic tasks. On the stereotypical image of self-access materials is still of practice exercises
which enable the learners to work on what they need in their own time and at their own pace
without reference to a teacher.
According (Lin dan Brown 1994), Believe that the value of single focus materials is for
self access learners, have identified their specific problems and are interested in improving their
language skills. The development of such materials and their attractive accessibility in learning
centres or learning packages remains a positive feature of foreign language-learning pedagogy.
Principles of access-self activitiesAccess-self activities should:
a) Be self-access in the conventional sense of providing opportunities for learners to choose
what to work on and to do so in their own time and at their own pace.
b) Be open-ended in the sense that they do not have correct and incorrect answers, but rather
permit a variety of acceptable responses.
c) Engage the learners’ individuality in the activities in such a way as to exploit their prior
experience and to provide opportunities for personal development.
d) Involve the learners as human beings rather than just as language learners.
e) Require a personal investment of energy and attention in order for learner discoveries to
be made (as recommended in Tomlinson 1994a, 2007 and as exemplified in Bolitho and
Tomlinson 2005).
f) Stimulate various left- and right-brain activities at the same time and thus maximise the
brain’s potential for learning and development (as recommended in Lozanov 1978 and by
Hooper Hansen 1992, 1999and in Chapter 16 in this volume).
g) Provide a rich, varied and comprehensible input in order to facilitate informal acquisition
(as recommended, for example, in Krashen 1981), as well as providing opportunities for
selective attention to linguistic or pragmatic features of the discourse (as suggested by
Bolitho et al. 2003, Schmidt 1990, Tomlinson 1994a)
Definition Of Extensive Reading
Theory and practice extensive reading as an approach to foreign language teaching in
general, and to the teaching of foreign language reading in particular are worked out by Harold
Palmer (1968), extensive reading is reading easy book and don’t have to understand every words,
the readers are going to go to concern with the general understanding than meaning of sentence
(Richard,1998) State that “ER can be defined as the independent reading of a large quantity of
material for information or pleasure”, students are able to start with easy and interesting text, they
choose what they want to read based on their interests.