This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.

1. ENGLISH LANGUAGE TEACHING
MATERIALS AND MEDIA
DEDE PUTRA ANDIKA
DELLA OFERISCHA
MUSFERA NARA VADIA
WURI YULITRINISYA

2. Instructional Material and Media and Its Function
A. Instructional Material
Instructional material refers to anything
which is used by teachers or learners to
facilitate the learning of a language.

3. Materials could obviously be cassettes, videos,
CD-Roms, dictionaries, grammar books,
readers, workbooks or photocopied
exercises.
They could also be newspapers, food
packages, photographs, live talks by invited
native speakers, instructions given by a teacher,
tasks written on cards or discussions
between learners.

4. In other words, they can be
anything which is deliberately
used to increase the learners’
knowledge and/or experience.

5. Keeping this pragmatic concept of materials
in mind can help materials developers to
utilise as many sources of input as possible
and, even more importantly, can help
teachers to realise that they are also material
developers and that they are ultimately
responsible for the materials that their
learners use.

6. Instructional material control the
learning and teaching, because
those materials determine the
components and method of
learning; they control the content, the
method, and procedures of learning.

7. In many cases, instructional materials
are the center of instruction and one
of the most important influences on
what goes on in the classroom.

8. B. Materials Development
 Materials development refers to anything
which is done by writers, teachers or learners
to provide sources of language input and to
exploit those sources in ways which maximise
the likelihood of intake: in other words the
supplying of information about and/or
experience of the language in ways designed
to promote language learning.

9. Materials developers might write
textbooks, tell stories, bring
advertisements into the classroom,
express an opinion, provide samples
of language use or read a poem
aloud.

10. Whatever they do to provide
input they do so in principled
ways related to what they know
about how languages can be
effectively learned.

11. C. The Function of Instructional
Materials
There are five functions what materials suppose
to do. They should:
1. Act as a stimulus to learning (e.g. texts are
interesting; there are opportunities for learners
to use their existing knowledge and skills; both
teacher and learners can cope with the
content);

12. 2. Help to organize the teaching learning
process
(e.g there should be a clear and coherent
structure which helps the teacher to plan
lessons and learners to feel a sense of
progress and achievement, but the
structure should not be so rigid that
monotony results.

13. 3. Embody a view of the nature of teaching
and learning (i.e. reflects the beliefs of the writer)
4. Reflect the nature of the learning task – in this
case, language learning (i.e. represent the
complexity of language learning but also its
manage ability)
5. Provide models of correct and appropriate
language use.

14. D. Instructional Media
A medium (plural media) is a channel
of communication, derived from the
Latin word meaning “between”. The
term refers to anything that carries
information between a source and a
receiver. Definition of media focus on
use of technologies plus concepts and
contexts.

15. Medias are the means for
transmitting or delivering messages
and in teaching-learning perspective
delivering content to the learners,
to achieve effective instruction.

16. Instructional media for learning-
teaching process provide with the
tools to engage learners powerfully in
the learning process.
It greatly enhance the effectiveness of
communication.

17. If it is properly designed, skillfully produced and
effectively used have great influence on teaching
& learning because it produces impact of:
• Save time
• Increase interest
• Hold attention
• Clarify ideas
• Reinforce concepts
• Add tone
• Prove a point
• Aid memory

18. Media can be used effectively
in formal situation where students are
working independently or teacher is
working with other group of students.

19. Media play a significant role in the
education of students with exceptionalities
children with disabilities in particular need
special instructional treatment which is
supplemented with adaptation and
specially designed media for effective
instruction of such students.

20. The most common use of media in
an instructional situation is for
supplemental support of the
instructor in the classroom to
enhance learning.

21. Every application of media is
somewhat unique, but in any case
it must be guided by both general
principles of learning and the
context in which these principles
are employed.

22. For the instructional use of media
programs are designed intentionally
to make the teaching-learning
environment more interesting and
effective.

23. E. The Function of media in Language
Teaching
The impact use of media may increase by applying
the following principles
Select material with appropriate attributes
Introduce material to learner by relating it to prior
learning and indicating its relationship to present
objectives
Present material under the best possible
environmental conditions.
Get feedback from viewers/learners.
Evaluate interial impact.

24. A teacher can make more
effective use of media if he/she
understand underlying
concepts about teaching-
learning process.

25. Behaviorists stress external control
over a learner’s behavior, so
specify behavioral (performance)
objectives; instructional design
and media are highly structured.

26. While cognitivists stress internal or
learner control over mental process,
so specify cognitive objectives, allow
learners to employ their own
cognitive strategies. Instructional
design and media is less structured.

27. Teaching and learning are considered
complex processes, influenced by
different multiple factors, including use of
media or instructional aids, which results
active involvement of learners and makes
teaching more interactive.

28.  The importance of interactive learning or academic
engagement is reflected from the following quote from Killen
Roy.
“Instructional activities must be arranged so that
students have appropriate opportunities to engage
in meaningful learning (as opposed to rote learning).
Academic engagement will be evident when
students are on task, focused on important issues
and consciously striving to learn. Students need to
be seriously engaged in learning in order to achieve
deep understanding. Academic engagement is
closely linked to students commitment and
motivation and to the nature of interactions within
classroom social systems”.

29. In order to make the learning experiences
of the learners more concrete and
realistic, teachers has to use and prepare
specific teaching materials. These
instructional gadgets help teachers to
clarify, establish and correlate concepts
of learners

30. It also helps to teach abstract concepts in a
meaningful way
“Teaching aids certainly amplify teacher effortful
presentation more into influencing instructions. The
use of variety of teaching aids has successfully
transformed most classrooms from traditional setup,
where teachers do most of the talking and
students are passive listeners, into participatory
learning centers facilitating productive learning”.