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2.2. Effective method of applying extra materials into EFL classroom
Effective educational and instructional materials accomplish the following goals:
Educate readers without overwhelming them.
Keep trainees engaged.
Be easy to read and understand.
Be written at the appropriate level for the target audience.
Get to the point and be concise.
Training and instructional materials include manuals, e-learning content, scripts, and any other content that is intended to educate. If writing isn’t a strong skill of yours, then producing great training content can be quite challenging. The process of create engaging learning materials requires a lot of time and hard work. To get started, you can check out the following tips.17
Subject Matter Experts Should Simply Consult and Not Write Instructional Materials Subject matter experts are not always good writers and educators. They play a very important role though, and they should be allowed to weigh in on matters of accuracy and to provide proper perspective. However, the actual writing of training materials should be done by those with experience educating and training employees.
Why isn’t it optimal to leave SMEs in charge of creating instructional materials? Many subject matter experts come by their skills quite naturally and are very well-versed in their subject area. Because of this, they may find it difficult to recognize or realize where students might get stuck. This is a bit like the star baseball player who can’t understand why scoring base hits isn’t easy for everyone. In addition to that, training and educating are skills in and of themselves. Subject matter expertise in no way guarantees that these skills exist.
Supplementary materials can also be defined as a modern way to learn English, because it brings an interesting material that cannot be found in textbook, it provides some activities which are based on the authentic materials or text that create a better learning environment. Furthermore, supplementary materials are not only useful for the students but also for the teacher. In line, Brown (1994) states that teachers need to supplement materials to increase motivation which is the key factor of learning. In addition, Reddy (2013) states that there are some advantages of supplementary materials which are listed below18: a) creativity, b) Activities can excite students, c) break monitory of the class, d) encourages language skills and communication skills, f) leads to group work, g) tasks can be challenging.
In developing writing materials, the application of Task Based Language Teaching (TBLT) is the most suitable method to use, because it has appropriate principles in teaching writing. According to Nunan (2004), the principles of Task-Based Language Teaching use a need-approach in content selection, use some authentic texts, focus on the target language, and use the students’ personal experience to enhance the students’ ability. The use of authentic texts in TBLT can encourage meaningful communication. Besides, this method is also a student-centered method in which the materials come from the students’ real world activities. To ensure the effectiveness of TBLT development in writing materials, the outcome of TBLT is based on the assessment at the end of the language teaching. Therefore, TBLT is applicable for developing the writing materials, because the content of the learning materials generates its own language and creates an opportunity for the students’ language acquisition.19
According to Ellis Task Based language teaching (TBLT) is a teaching a second/foreign language that seeks to engage learners in interactionally authentic language using the target language by having them perform a series of tasks. TBLT aims to both enable learners (1) to acquire new linguistic knowledge and (2) to proceduralize their existing knowledge. Teachers need to understand that TBLT involves input-providing as well as out-put prompting tasks and that it is possible to build up proficiency initially through a series of simple input-based tasks. According to Ellis, (as cited in Brown, 2007, p. 50)“task based in language teaching is at the very heart of communicative language teaching”. Task activity from Skehan (1998), , drawing on a number of other writers, put forward five key characteristics of a task: (1) meaning is primary, (2) there is some communication problem to solve, (3) there is some sort of relationship to comparable real world activities, (4) task completion has some priority; and (5) the assessment of the task is in terms of outcome.
Task based learning teaching makes an important distinction between target tasks, which students must accomplish beyond the classroom, and pedagogical tasks, which form the nucleus of the classroom activity. Target tasks are unlike the functions of language that are listed in Notional-Functional Syllabuses; however, they are much more specific and more explicitly related to classroom instruction.
If, for example, “giving personal information” is a communicative function for language, then an appropriately stated target task might be “giving personal information in a job interview.” Notice that the task specifies a context.
In language teaching, there are many designs of learning materials approaches. One of the learning approach teaching task-based instructions is like Richards (2006) states that task-based language teaching is an approach which is based on communicative competence by using task-based instruction emphasizes the core of developing materials by using task-based instruction emphasizes the learning materials by using tasks as the primary unit that is used.20
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