WINA ANJELINA HAREFA (222102075)

1. Teaching and Learning Materials in ELT

Definitions

Tomlinson (2011:3) Teaching learning materials are those that can help learners achieve
learning outcomes. Therefore, learning materials can be in the form of a textbook, a workbook, a
cassette, a CD-ROM, a video, a photocopied handout, a newspaper, a paragraph written on a
whiteboard, or anything that presents or informs about the language being learned.

Tomlinson, 2001. Language learning materials are exploratory when the learners are
directed to language use in natural settings.

Conclusion: Teaching learning materials, including textbooks, workbooks, cassettes,

CD-ROMs, videos, handouts, newspapers, and whiteboard paragraphs, guide learners towards
natural language use for effective learning outcomes.

Principles

Tomlinson (2011:3) suggests sixteen principles of material development for the

teaching of English.

1. Materials should achieve impact.

2. Materials should help learners feel at ease.
3. Materials should help learners develop confidence.
4. What is being taught should be perceived by learners as relevant and useful.
5. Materials should require and facilitate learner self-investment.
6. Learners must be ready to acquire the points being taught.
7. Materials should expose the learners to language in authentic use.
8. The learners’ attention should be drawn to the linguistic features of the input.
9. Materials should provide the learners with opportunities to use the target language to
achieve communicative purposes.
10. Materials should take into account that the positive effects of instruction are usually
delayed.
11. Materials should take into account that learners differ in learning styles.
12. Materials should take into account that learners differ in affective attitudes.
13. Materials should permit a silent period at the beginning of instruction.
14. Materials should maximize learning potential by encouraging intellectual, aesthetic, and
emotional involvement, which stimulates both right and left brain activities.
15. Materials should not rely too much on controlled practice.
16. Materials should provide opportunities for outcome feedback.
 Howard and Major (n.d.) offer, as alternatives, ten guidelines for designing effective
English teaching materials as follows:

1. English-language teaching materials should be contextualized.

2. Materials should stimulate interaction and be generative in terms of language.
3. English language teaching materials should encourage learners to develop learning skills
and strategies.
4. English-language teaching materials should allow for a focus on form as well as function.
5. English-language teaching materials should offer opportunities for integrated language
use.
6. English-language teaching materials should be authentic.
7. English language teaching materials should link to each other to develop a progression of
skills, understandings, and language items.
8. English language teaching materials should be attractive.
9. English language teaching materials should have appropriate instruction.
10. English language teaching materials should be flexible.

Conclusion: Based on the experts above, it can be concluded that, the principles in
teaching and learning materials are:

Content and Relevance:

Materials should be engaging, relevant, and reflect real-world language use.

Learner Centered:
Cater to diverse learning styles and abilities.
Encourage learner autonomy and self-investment.

Skill Development:
Integrate all language skills (reading, writing, listening, speaking).
Develop learning strategies and promote intellectual engagement.

Balance and Flexibility:

Allow for both controlled practice and freer communication.
Balance focus on form and function.
Offer clear instruction and be adaptable.

Progression and Presentation:

Link materials for skill development and build understanding.
Be visually appealing and well-presented.
 2. Teaching and Learning Medias in ELT

Definitions

Musfiqon (2012), teaching learning media can be described as a tool used by teachers to
provide material to pupils more effectively and efficiently, both physically and virtually.

Babalola (2013:108) stated that educational media or aids refers to all forms of
information carriers that can be used to record, store, preserve and transmit or retrieve
information to promote and encourage effective teaching and learning activities.

Conclusion: Media are physical tools used by teachers to enhance instruction and
learning processes, providing materials to pupils effectively and efficiently both physically and
virtually.

Principles

According to Brown (1977:76), there are six principles for selecting the media that are
summarized as follows:

1) Content: Does the medium have a significant relationship with the lesson?
2) Purpose: The media should contribute to the teaching-learning process. It should be able to
facilitate the teaching-learning process.
3) Price: The teacher should consider that the cost is in accordance with the educational result
derived from its use.
4) Circumstance: The teacher should take into account the school where she or he teaches. It
should be answering the question, “Would it function effectively in the environment or not?”
5) Learner’s verification: The teacher should be sure that the aid has been tested on certain
students.
6) Validation: The teacher must consider whether there is data confirming that students learned
accurately through the use of aid.

Musfiqon (2012) divides the three key principles of media consumption in the learning
process as follows:

(1) Principe’s efficacy and efficiency. The accomplishment of a learning process in reaching
learning objectives is effectiveness in the context of learning. Maximizing efficiency means
employing the least amount of time, money, facilities or infrastructure, and other resources.
(2) Principles of relevance. One should be able to select media as a teacher that is in line with the
goals, content, learning methodologies, and evaluation of learning.
(3) Productivity principles. The best goals are achieved by using available human and natural
resources to practice the learning process.
 Conclusion: Based on the experts above, it can be concluded that, the principles in
teaching and learning materials are:

Alignment and Effectiveness:

Content: Ensure the media directly relates to the lesson.
Purpose: Choose media that actively supports learning objectives.
Efficacy: Media should demonstrably improve learning outcomes.

Practical Considerations:
Cost: Balance the media's cost with its educational benefit.
Context: Select media suitable for the available resources and environment.

Learner-Centered:
Verification: Use media that has been tested for effectiveness with similar learners.

Selection Framework:
Relevance: Ensure media aligns with learning goals, content, methods, and assessment.
Productivity: Maximize available resources (human and material).

3. Teaching and Learning Resources in ELT

Definitions

Harmer (2007:144) resources in language teaching are "all materials or tools used in the
classroom to help students understand the subject matter.

Brown (2007:148), resources in language learning is "anything that can be used to

facilitate learning, both directly by teachers and by students, including textbooks, audiovisual
materials, and so on.

Conclusion: Language teaching and learning resources are encompassing everything that
facilitates teaching learning for both teachers and students.
REFERENCES

Babalola, B. K. (2013). The place of educational media in the effective utilization of the new
curriculum module in Nigeria. Journal of Research in Education and Society , 4 (1), 108-114.

Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Longman.

Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.

Howard, Jocelyn, & Major, Jae. (n.d.). Guidelines for designing effective English language
teaching materials and factors to consider when designing materials.

Musfiqon. (2012). Development of learning media and sources. Jakarta: Prestasi Pustakaraya

Tomlinson, Brian. (2001). Materials Development. In Ronald Carter & David Nunan (Eds.), The
Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge
University Press.

Tomlinson, Brian. (2011). Principles and Procedures of Materials Development for Language
Learning. Part 2. Folio, 14(2), 3-6.