8. The Analysis of Language Teaching Materials

Presented by:Yovinus

Denny SaputraFrakachzul Heroesdika

Introduction

There are many learning materials available nowadays. The English teachers need to be creative and following the trends.This part focusing on the development of materials and the need of analyzing the materials.The English teachers need support when analyzing and a framework which allow the media to “speak the truth”.

Questions to be considered

• What aspects of materials should be examined?

• How the materials examined?• How can it be related; the findings and

teachers’ teaching contexts?

8.2 A GENERAL FRAMEWORK FOR ANALYSING MATERIAL

8.2.1 What Aspects of Materials should we examine?

It can be the quality of paper and binding, pricing, layout, size, typeface, etc. It may also involve the artwork and texts within the materials.

MATERIALS

Materials as pedagogic device to aid the teaching and learning a foreign language

1. Methodology of the materials2. Linguistic nature of the content

Publication

It relates to the “physics” of materials• Concerned with relationship exist between

students’ material and other components• How the access into the materials is supported

Design

It relates to thinking underlying the materials• Aims of materials• How the task, language, and content selected

and sequenced• The nature and focus of materials’ content

Process Competence

An analysis of teaching learning activities will closely focus on process competence; what learners are asked to do and how they do

8.2.2 How Can We Examine the Materials?

Level 1: What is there? Objective Description

The explicit nature of materials:

• Statements• Physical Aspects• Sections of Material• Subdivision of Each Section

Level 2: What is required of users? Subjective Analysis

The English teachers need to draw deduction about what exactly teachers and learners, who use the materials, need to do. Therefore, teachers will need to divide the materials into constituents “task” then to analyze each task in turn.

Task Based Language Learning

TBLT refers generally to ‘what we give students to do in the classroom’ (Johnson, 2003: 5).

The writer himself refers task as ‘any proposal contained within the materials for action to be undertaken by the learners, which has the direct aim of bringing about the learning of the foreign language.

The Aspects of Task

• How: a process through which learners and teachers are to go.

• With whom: classroom participation concerning with whom the learners are to work.

• About what: content that the learners are to focus on.

The Analysis of Task

Level 2. What is implied? Subjective Inference

• The role proposed for teachers and learners should be concluded by the English teachers.

• Examine how various sections of materials are allocated to teachers and learners.

• The English teachers will be able to produce general statement about the demand upon learners to finish their learning

• Teachers will be able to conclude the role of materials.

8.2.3 How to Make Use Findings from the Analysis?

Many evaluation instrument contain the designers’ own beliefs about how language teaching should be and prohibit a ‘neutral’ description of the materials and the application about appropriate context.

Material Evaluation

Material Evaluation

Material Evaluation

Material Evaluation

Material Evaluation

Material Designer

Teacher’s Professional Development

• A detailed analysis at the level of tasks can facilitate teacher’s deep understanding of what is involved and why some tasks “fail” whilst other “succeed” in the classroom.

Researchers in Language Teaching

• Guilloteaux (2010) :She first sets out current recommendations for classroom work from the perspective of SLA theory, which she then extrapolates into “desireable features for learning materials” aligned to SLA theory. She then shows how the schedules can be used to “operationalize” these SLA theory derived features in the design materials.