CRITICAL BOOK REPORT

MEDIA IN ELT
LECTURER: PUAN SURI MIRA ANNISA SEMBIRING,S.Pd.,M.Hum.

COMPLETED BY

NAME : DEVI JULIANA SITOHANG ()

GRACIELA HARAITO TOGATOROP (2173121028)

INTAN YULANI SAGALA (2173321019)

SISNAWATI SITEPU ()

YOLANDA.B. SARAGIH ()

CLASS : DIK 17 B/ REGULER B 2017

ENGLISH LITERATURE DEPARTMENT

LANGUAGE AND ART FACULTY

STATE UNIVERSITY OF MEDAN

2019
 FOREWORD
Praise and gratitude to Almighty God, because of His blessing and grace so that writers
can complete the CBR assignment. On this assignment , writers critic a book titled
DEVELOPING MATERIALS FOR LANGUAGE TEACHING
This assigment was made in order to deepen the understanding of the media in ELT
topics. In the process of this discuss the matter of course writer need guidance, direction,
correction and suggestions, to the gratitude in which writers convey to MomPuan Suri Mira
Annisa Sembiring,S.Pd,M.Hum. Writers also realize that this assignment is not perfect, but I
expect criticism and constructive suggestion to make this assignment be better.

Hopefully this assignment be useful for us. Thank you.

Medan,April 2019

Group 4
TABLE OF CONTENT
 CHAPTER I

INTRODUCTION

A. BACKGROUND

One of the main ways in which the learners/students can attain the ability to mastering
language skills effectively is the use of materials. Materials is a generic term used to describe the
resources teachers use to deliver instruction. Materials in language teaching can support student
learning and increase student success. Ideally, material will be tailored to the content in which
they’re being used, to the students in whose class they are being used. Material come in many
shapes and sizes, but they all have in common the ability to support student learning. The
example of materials are : textbook, video, MP3, computer software, television, audio aids,
visual aids etc.

Material in language teaching in every condition and purpose is important because they
can significantly increase student achievement by supporting student learning. For example: a
worksheet may provide a student with important opportunities to practice a new skill gained in
class. This process aids the learning process by allowing the student to explore the knowledge
independently as well as providing repetition. Material in language teaching, regardless of what
kind itself, all have some function in student learning.

B. PROBLEM FORMULATION

The problem formulation in this critical book report can be described as follows.

1. What is the background and summary of the book.

2. Analysis and critic the strength and weakness of book

3. Give conclusion of the writing and also give suggestion from the book.

C. THE PURPOSE OF WRITING

The aim of this writing is to relaize why is material important in language teaching from
the theory and explanation that the authors elaborate in every chapters of book so we will
develop our knowledge and comprehension in the application of material in language teaching
D. BENEFITS OF WRITING

1. Knowing what is material and kind of material

2. Understand the application and implication of some material in different situation on EFL
class.

3. Increase the ability to analyze and sharpen thinking skills by elaborate summary of each
chapter and analyze the strength and weakness of the book.
 CHAPTER II

DISCUSSION

A. IDENTITY OF BOOK

1. Title : Developing Material For Language Teaching

2. Author : Rani Rubdy and friends
3. Publisher : Bloomsburry
4. Year of Published : 2014

B. SUMMARY

"In this book we offer the informed and reflective practioner as the ideal agent for mediating
between the practice and theory of language teaching. Some of the contributors might be labelled
teachers, some materials developers, some applied linguists, some teacher trainers and some
publishers, but all of them share four things in common: they have all had expereince as teachers
of a second or foreign language, they have all contributed to the development of second language
materials, they have are all well informed about developments in linguistic and psycholinguistic
theory and they all have respect for the teacher as the person with the power to decide what
actually happens in the classroom."

second edition contains a mix of updated articles from the first edition and new articles reflecting
theoretical and technological advancements in the field. The twenty-six articles contained therein
are grouped into five themes: 'Evaluation and Adaptation of Materials', 'Principles and
Procedures of Materials Development', 'Developing Materials for Target Groups', 'Developing
Specific Types of Materials', and 'Materials Development and Teacher Training'. Each section
concludes with two to four pages of comments by Tomlinson that summarize and synthesize the
main conclusions from the articles in that section. The chapters range from literature reviews to
case studies and action research projects, and focus on materials for a variety of instructional
contexts, and for learners of diverse backgrounds and ages. The authors are concerned primarily
with materials for learners of English, as both a second and foreign language.
In his introduction to the volume, Tomlinson defines key terms and provides an overview of the
central issues in the field of materials development. He defines materials development as “both a
field of study and a practical undertaking” in which theory and practice interact with one another.
The term ‘materials’ is used to refer to “anything which can be used to facilitate the learning of a
language”. Tomlinson expresses his beliefs on why, how, and by whom materials should be
developed and evaluated, and addresses other issues in the field, including the value of authentic
texts. Finally, Tomlinson lists the current trends (both positive and negative) in materials
development, ideas for the future of this field, and professional resources.

The first chapter is ‘Evaluation and Adaptation of Materials’, is ''Materials Evaluation'' by

Tomlinson. Here he delves into the mechanics of evaluation: what exactly is being evaluated and
how is that process undertaken? Tomlinson emphasizes the importance of conducting
evaluations in a principled way that takes into account research on learning in general and on
second language acquisition, providing short summaries of established findings for reference.
The chapter concludes with a framework for developing criteria for materials evaluation. The
next article is ''Adapting Courses: A Personal View'' by Claudia Saraceni, in which the author
proposes that adapting materials for specific instructional contexts can bridge the gap between
SLA research and classroom practice, and advocates the involvement of both teachers and
learners in the adaptation process. She outlines a model for adapting courses that is more flexible
and geared towards providing an aesthetic experience -- fostering 'immediate response to
language and literature, than traditional approaches to materials development.

The author reviews the literature on feedback loops in materials development, then describes
these loops in practice in a discussion of a curricular reform project in Singapore that integrated
feedback from stakeholders at all stages. According to Singapore Wala, ''materials must answer
present-day teacher needs for tomorrow's class with a view to meeting the goals of education for
the future'' this can be achieved, it is argued, by facilitating interaction between stakeholders at
several points in the materials development process. Tomlinson, in his comments on Part A,
notes that the authors in this section agree on the value of the evaluation and adaptation of
materials in the learning process, the importance of acknowledging the needs and wants of all
invested in the use and implementation of materials, and the need for flexibility in both materials
design and their evaluation and adaptation. He advocates for research into the effectiveness of
materials and outlines a framework for carrying out such an assessment.

Part ‘Principles and Procedures of Materials Development’, consists of seven articles focusing
on key issues in the process of creating materials. Tomlinson contributes the first article, entitled
''Developing Principled Frameworks for Materials Development,'' challenging the norm in
materials development of ''processes which are ad hoc and spontaneous, and which rely on an
intuitive feel for activities which are likely to 'work'''. He reviews the existing frameworks for
materials development, as well as the literature on the principles to be considered in this process.
This is followed by a flexible framework, created by the author and implemented in materials
writing workshops and textbooks projects around the world, which uses a text-driven approach.
Tomlinson demonstrates the framework in use by presenting two sets of materials: one for a
lesson focused on a poem, the other for a web-based lesson utilizing online newspaper sources.
Singapore Wala authors the next article, ''The Instructional Design of a Coursebook Is As It Is
Because of What It Has To Do An Application of Systemic Functional Theory,'' which utilizes
Systemic Functional Theory in the analysis of a coursebook ''as a product of the context --
cultural and situational -- within which it is produced''. First, concepts from the theory are
described, and Singapore Wala argues that Systemic Functional Theory, which describes
language as functioning within three contexts (situation, culture, and ideology), can also be
applied to materials design. This is demonstrated by an analysis of the schematic structure of the
coursebook genre, which is then applied to five English Language Teaching coursebooks. In
''Humanizing the Coursebook,'' Tomlinson provides ideas for adapting materials in ways that will
increase learner engagement and ''exploit [learners'] capacity for learning through meaningful
experience''. He gives a plethora of suggestions based on his own experiences teaching English.

Transitioning from coursebook adaptation to development, Tomlinson suggests various ways of

creating humanistic materials that emphasize collaboration, text-driven and multidimensional
approaches, learner centeredness, and localization. David A. Hill analyzes the types and purposes
of the illustrations in three textbooks in ''The Visual Elements in EFL Coursebooks,'' concluding
that the majority of images are used solely for decoration. The author argues that visual elements
should be exploited for instructional purposes and gives suggestions to this end. The next article,
''Creative Approaches to Writing Materials'' by Alan Maley, criticizes the lack of creativity in
foreign language teaching and materials development and proposes a framework for remedying
this issue. In a literature review, Maley explores the key components of the concept of creativity,
discusses theoretical approaches to creativity, and reviews the history of the application of
creativity in language pedagogy.

He concludes by presenting his framework, followed by a list of recent trends that may facilitate
a ''creative paradigm shift'' . Thom Kiddle's ''Developing Digital Language Learning Materials'' is
an extensive overview of current digital technologies and their potential applications to language
teaching. He provides background on the state of the field, then explores avenues for teacher-
created, student-created, and publisher-/professionally created digital materials, concluding with
several predictions for the future of digital language teaching and learning materials. The final
chapter in this section, ''Demystifying Blended Learning'' by Freda Mishan, shifts the focus to an
approach in language pedagogy that combines ''face-to-face and technology-based learning''.
Mishan proposes a framework for blended language learning, complemented by a discussion of
the technological tools involved. Finally, the author presents two case studies illustrating blended
learning in a language instruction context. Tomlinson closes Part B by summarizing the
resources mentioned by the authors of the section that are not being exploited fully for language
teaching purposes.

Five chapters make up Part ‘Developing Materials for Target Groups’. Shelagh Rixon's
contribution is entitled ''Authors' Knowledge, Rationales and Principles -- Steady Flow-Through
or Stuck in the Publishing Pipeline? The Case of Early Reading with Young Learners.'' The
author undertook an analysis of 40 locally produced course materials of English for Young
Learners from a variety of contexts, observing that many of these materials do not seem to tackle
the teaching of reading in any systematic way. Based on this analysis, Rixon distributed a
questionnaire to authors and editors of materials for Young Learners that solicited their
knowledge and beliefs on teaching reading to this population.

The author discovered a disconnect between the developers' principles and the published
materials, perhaps due to reluctance to deviate from the status quo. The next chapter,
''Developing Motivating Materials for Refugee Children: From Theory to Practice'' by Irma-
Kaarina Ghosn, details the process of developing coursebooks for Palestinian refugee children in
Lebanon that are based on R. Ellis’ (2008) principles of instructed language acquisition. Ghosn
explains the context, including information on Lebanon's national curriculum and the living
conditions and schools of the Palestinian refugees. The textbook development process is
described from beginning (evaluation of the old textbooks) to end (initial feedback on the new
textbook). In ''Materials for Adults: 'I am No Good at Languages, Inspiring and Motivating
Learners of Beginner's Spanish,'' Rosa-Maria Cives-Enriquez outlines her approach to classroom
instruction, tailored to the adult learner. The author bases her approach on two models for
motivating students; she describes how she has adapted these models and provides many
illustrative examples. Vivian Cook addresses adult learners as well in the next chapter,
''Materials for Adult Beginners from an L2 User Perspective.''

He evaluates six beginner coursebooks (including two newer texts for the second edition) with
reference to three arguments developed in the Essex Beginners' Materials Group: ''adult students
have adult minds and interests''; ''second language users are people in their own right''; and
''language teaching has been held back by unquestioning acceptance of traditional nineteenth-
century principles''. Cook's criticisms of the coursebooks under evaluation are supplemented by
concrete suggestions on how to remedy their deficiencies. He closes with an epilogue assessing
the current state of beginners' materials, finding that the newer coursebooks do reflect some
positive change. ''Mining the L2 Environment: ESOL Learners and Strategies Outside the
Classroom'' by Naeema Hann investigates learner strategies in a longitudinal study. She first
reviews the theories on learner strategies, focusing particularly on social strategies that involve
interaction with native speakers.

Hann then examines quantitative and qualitative data from her study of English for Speakers of
Other Languages (ESOL) learners, and concludes by advocating for learner and teacher strategy
training, further research on strategy use in varied contexts, and the development of materials for
language learning strategy training. Tomlinson notes the overarching theme across the articles of
Part C: that ''different types of learners need different types of materials''. He also mentions that
the authors in this section agree on the important role of the teacher in facilitating students'
interaction with materials and the recommendation that ''the coursebook does not become the
syllabus'' (p. 334); rather, a syllabus should be created to match each group of learners.
Part discusses ‘Developing Specific Types of Materials’. The first chapter (of eight) is Jeff
Stranks' ''Materials for the Teaching of Grammar,'' in which the author suggests criteria for the
presentation of grammar in language materials. He argues for the inclusion of grammar that
reflects actual usage, such as ellipsis (which is a feature of conversational language that is largely
ignored in materials), and advocates that greater attention be paid to the way meaning varies
depending on grammatical form. Paul Nation contributes the next article, ''Materials for
Teaching Vocabulary,'' in which he details and gives supporting examples for three central
principles based on second language vocabulary research: that vocabulary learning should be
planned and responsive to frequency; that materials should make use of learning conditions
shown to promote vocabulary learning; and that activities for vocabulary learning should include
''learning from meaning focused input, learning from meaning focused output, deliberate
language focused learning and fluency development''.

In ''Materials for Developing Reading Skills,'' Hitomi Masuhara reviews in detail the major
approaches to L2 reading materials development, followed by a proposal for an alternative
approach founded on four key principles, supported by examples of reading activities. In
''Materials for Developing Writing Skills,'' Ken Hyland explores the various roles of materials
used in the teaching of writing (models, language scaffolding, reference, and stimulus) and
considers criteria for selecting writing materials. Hyland discusses textbook adaptation, making
use of Internet resources, and designing new materials for the teaching of writing. In the next
chapter, ''Developing Materials for Speaking Skills,'' Dat Bao provides an overview of
methodological trends in the design of speaking materials, then proposes a framework for their
development. He continues by presenting a rationale for speaking materials as well as criteria for
their evaluation. Finally, Bao argues that two areas in materials for speaking skills lack sufficient
emphasis: learner identity and cultural localization.

The authors begin with a short analysis of the types of listening activities in a sample of
intermediate textbooks, followed by suggestions for expanding and improving the teaching of
listening in materials development and examples of listening skills lessons. Alan Pulverness and
Brian Tomlinson, in ''Materials for Cultural Awareness,'' argue for a return to cultural specificity
in coursebooks, describing materials that use innovative approaches to the teaching of culture. In
the final chapter of Part D, ''Corpora and Materials: Towards a Working Relationship,'' Ivor
Timmis addresses the disconnect between corpus research and language materials development.
He reviews the insights that research in corpus linguistics has contributed to the English
Language Teaching field, concluding by proposing a 'corpus-referred' approach that elevates the
importance of ''intuition, experience, local need, cultural appropriacy and pedagogic convenience
in determining syllabus content and the order in which items are taught'. Tomlinson links the
articles in this section using five main themes: explicit and experiential learning, extensive
listening and reading, realism, affect, and multidimensional learning.

The last chapter in Part 'Materials Development and Teacher Training', is ''Materials
Development Courses'' by Tomlinson. He surveys the objectives and procedures of materials
development courses, then provides examples of his flexible framework in practice, informed by
his extensive experience in this area. Next, in ''Simulations in Materials Development,''
Tomlinson and Masuhara illustrate the value, principles, and procedures of simulations (as
opposed to real-life tasks) in materials development courses. The final chapter is ''Working with
Student-Teachers to Design Materials for Language Support within the School Curriculum'' by
Helen Emery. The author reports on a project that uses a Content and Language Integrated
Learning (CLIL) approach in the development of materials for teaching English science
vocabulary in Brunei schools. Student-teachers worked together to create these materials; their
results are described. Tomlinson, in his comments, reiterates the value of positive affect,
interactivity, and theoretical and practical awareness raising in the materials development
process. The volume closes with a conclusion from Tomlinson, in which he briefly recaps the
main criticisms from the authors included, as well as the new directions they propose. Tomlinson
ends the book with a call to further applied and action research, in order to advance the field of
materials development.

C. STRENGTHNESS OF THESIS

D. WEAKNESS OF THESIS
 CHAPTER III

CLOSING

A. CONCLUSION

B. SUGGESTION
 REFERENCES

Rubdy,Rani. 2014. Developing Material For Language Teaching. Developing Material For
Language Teaching. London : Bloomsbury.

https://id.scribd.com/document/185153533/What-is-the-Role-of-Materials-in-Language-
Teaching. The role of materials in language teaching