Language materials are supposed to be good input to get

knowledge.
Input : information // intake : knowledge
Materials evaluation is considered a procedure that involves
examining learning materials to establish their value.
Materials development refers to anything which is done by
writers, teachers, or learners to provide sources of language.
Product evaluation : midterm tests and final tests.
Rod ellis ->
a. Prediction evaluation is designed to make decision regarding what
materials to use.
b. Restrospective evaluation is designed to examine materials that
have actually been used.
. Rea Dickens : 1. pre-use evaluation 2. in-use evaluation 3. post-use
evaluation
. Rubdy : the main purpose of evaluating materials pre-use is to
measure the potential of what teachers and learners can do with
them in the classroom.
. McDonough and Shaw : in-use and post-use evaluations are
important in establishing how successful learning materials are.

 Skierso : the first step of materials evaluation is to collect information

about students background, the course syllabus, and the learning context.
Skierso divides materials into 5 subsections : bibliographical data, aims
and goals, subject matter, vocabulary and structures, and layout and
physical make up.
Cunningsworth, Harmer, Hemsley, McGrath, and Gearing proposed
checklists for evaluating materials. In doing evaluation, we have a special
form to make a checklist form and provide information about indicators.
In language learning, learning means conscious change of behavior.
In language acquisition, learning means unconscious change of
behavior. It means the students dont realize that theyre acquiring the
language.
Materials development are supposed to facilitate active, creative
innovative, effective and interesting, teaching and learning process.
a. How to make students active --- various learning tasks.
b. Create / innovative (how to create materials) --- materials design,
modification, and revision.
c. Effective (how to make students learn) --- learnable and SKKD or
competence based materials.
d. Interesting (how to make students interested) --- techniques of using
T/L materials and media and of evaluation

 Reasons to develop ELT materials

1. Different individuals; diff group/classes; different learning
needs : we should decide language materials
accomodating different capabilities of students.
2. Different syllabuses though subject to the same
policy/curriculum.
3. Mostly commercial materials; published materials: they
are published for commercial purposes.
4. Highly dependent rather than independent learners: the
students depend on the teachers help, therefore the
teacher should realize that their students really need
them that is why the teachers should develop the
materials to satisfy the students need.
5. Less active and big classes.
6. Lack of aunthentic materials.
. 10 things we need to consider if we want to conduct
materials development : the students level, the students

 Principles and procedures of materials development for language learning by Brian

Tomlinson (PLA)
1. A pre-requisite for language acquisition is that learners are exposed to a rich,
meaningful, and comprehensible input of language in use. (provide more
comprehensible input where the students can guess the meaning)
2. In order for the learners to maximize their exposure to language in use they
need to be engaged both affectively and cognitively in the language
experiience.
3. Language learners who achieve positive effect are much more likelu to achieve
communicative competence than those who do not.
-. Communicative competence: students ability to use the target language in the
sense of know but also to whom, where, when, and how to use the target
language.
-. Four components (michael canale) : grammatical, discourse, sociolinguistics,
strategic.
4. Second language learners can benefit from using the mental resources which
they typically utilize when acquiring and using their 1st language
-. Cogniturist :
a. Stephen d krashen: monitor -> mental device
b. Noam chomsky : LAD -> language acquire device
5. Language learners can benefit from noticing salient features of the input
6. Learners need opportunities to use language to try to achieve communicative
purposes.

 Principles of materials development (PMD)

PLA 1 :
1. The materials should contain a lot of spoken and written texts which
provide extensive experience of language being used to achieve outcomes
in a variety of text types and genres in relation to topics, themes, events,
locations, etc likely to be meaningful to the target learners.
2. The language the learners are exposed to should be authentic in the sense
that it represents how the language is typically used
-. Authentic materials deals with materials that are frequently used in society.
Such as, brochures, invitation, recipe, newspapers, manual procedures,
announcements, advertisements.
3. Make sure that the language input is contextualized
4. The learners should be exposed to sufficient samples of language in
aunthentic use to provide natural re-cycling of language items and features
which might be useful for the learners to acquire.
PLA 2:
1. Prioritize the potential engagement by for example, basing a unit on a text
or a task which is likely to achieve affective and cognitive engagement
rather than on a teaching point selected from a syllabus.
2. Make use of activities which get the learners to think about what they are
reading or listening to and to respond to it personally.

PLA 3:
1. Make sure the texts and tasks are as interesting, relevant, and
enjoyable as possible so as to exert a positive influence on the
learners attitudes to the language and to the process of learning
it.
2. Set achievable challanges which help to raise the learners self
esteem when success is accomplished. (the teachers should
provide challenging materials to achieve a particular goal)

3. Stimulate emotive responses through the use of music, song,

literature, art, etc., through making use of controversial and
provocative texts, through personalization and through inviting to
articulate their feelings about a text before asking them to analyze
it.
PLA 4 :
3. Make use of activities which get the learners to visualize or use
inner speech before during and after experiencing a written or
spoken text.
4. Make use of activities which help the learners to reflect on their
mental activity during a task and then to try to make more use of
mental strategies in a similar task.

PLA 5 :
1. Use an experiential approach in which the learners are first of all
provided with an experience which engages them holistically.
2. Rather than drawing the learners attention to a particular feature of a
text and then providing explicit information about its use it is much
more powerful to help the learners preferably in collaboration to make
discoveries for themselves.
PLA 6 :
3. Provide many opportunities for the learners to produce language in
order to achieve intended outcomes.
4. Make sure that these output activities are designed so that the learners
are using language rather than just practicing specified features of it.
5. Design output activities so that they help learners to develop their
ability to communicate fluently, accurately, appropriately and
effectively.
6. The output activities should be fully contextualized in that the learners
are responding to an authentic stimulus (a text, a viewpoint, an event)
that they have specific addressees and that they have a clear intended
outcome in mind.
7. Try to ensure that opportunities for feedback are built into output
activities and are provided for the learners afterwards.

 Principles of materials development (PMD)

1. Materials should achieve impacts : (the materials are supposed to be
fruitful in order the students to achieve a particular learning goal)
2. Materials should help learners to feel at ease : (not to feel stressed)
3. Materials should help learners to 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 point being taught.
7. Materials should provide the learners with opportunities to use the
target language to achieve communicative purposes.
8. Materials should take into account that learners have different
learning styles
9. Materials should take into account that learners differ in affective
attitudes.
10. Materials should permit a silent period at the beginning of
instruction : the students should have opportunity to think before
the lesson starts. They should be well prepared.

11. Materials should not rely too much on controlled practice :

practice deals with students activity in doing tasks. The materials
should facilitate the students to work independently.
12. Materials should provide opportunities for outcome feedback :
usually the teacher gives the feedback at the end of activity.
REASONS TO DEVELOP ELT MATERIALS
- The procedure of materials development
a. Identifying the SKKD (the standard and basic competence)
b. Determining learning indicators
c. Designing learning tasks and instructions based on the indicators
d. Providing learning materials in the form of texts, media, games,
and tests
-. Authentic and created materials
a. Authentic materials refer to the use in teaching of texts,
photographs, video selections, and other teaching resources that
are not specially prepared for pedagogical purposes.
b. Created materials refer to textbooks and other specially
developed instructional resources

 Authentic materials
- Strength
1. They have a positive effect on learner motivation
2. They provide authentic cultural information about the target
culture
3. They provide exposure to real language
4. They relate more closely to learners needs
5. They support a more creative approach to teaching
-. Limitation
1. Created materials can also be motivating for learners
2. Authentic materials often contain difficult language
3. Created materials may be superior to authentic materials
because they are generally built around a graded syllabus
4. Using authentic materials can be a burden for teacher