SUMMARY TEFL

MATERIAL AND SUPPLEMENT

SUMMARIZED BY:
DAMALIS

MATERIAL AND SUPPLEMENT

The material of TEFL must be based on the learners ability level.
Goodman said, English must be taught by the easiest way, because when
English is taught in difficult way. It will make the learner do not wan to study.
The material of TEFL at least include in RICH aspect, it consist of:
1. Real
The materials are badly explicated in their daily life such as: in making
friend, in studying, and in their others activities
2. Interesting
The material that is offered by teacher must be interesting. There are
many ways that possible to do, such as: the material is explained in
fun, enjoyable. It will make the learners interested in study.
3. Concrete
4. Humanistic
The material is suitable with the background of the learners, such as:
their age, native language, educational background, culture and the
goal of learning.
In learning process, material becomes one of the most influential things
in learners success.
Edge (1994), teacher is expected to master the material well and teach
it as:
1. Attractive
2. Reliable
3. User-Friendly
According to Robinett (1978, in Brown 1994), there are some criteria in
arranging a text book:
1. Goal of course
2. Background of the students
3. Approach
4. The existence of four language skills
5. General content
6. The quality of practice material
7. Sequencing (arrangement)
8. Vocabulary
9. General sociolinguistics factors
10.Format
11.Accompanying material (supplementary material)
12.Teachers guide
According to Merici (2006), there are some Essential Characteristics of
an Effective Material that must be considered by teacher before teaching;
1. The material addresses a specific learner goal/need.
2. The material is learner-centered

3. The material addresses the object of the curriculum

4. The instruction for the learners are clear and satisfactory
5. The language demanded by the task is appropriate for the proficiency
level of the learners.
6. The material progress from simple to complex.
7. The activities are meaningful and communicative.
8. The length of the material is appropriate for the objective and for
specific age group.
9. The activities based on integrated skills.
10.The material facilitates interactive learning.
11.The material appeals to a variety learning style
12.The material provides variety in activities and task.
13.The material includes a component that assesses learners
achievement of the objective.
14.The material up-to-date.
15.The material is interesting and visually attractive.
16.The material is practical to use.
17.The material can be used in mixed ability groups.
GAME ACTIVITIES AS SUPPLEMENTARY MATERIAL
Language acquisition is the ultimate goal of language learning, but the
success of learning English depends on the nature of English that their
learned, as an ESL (English as second language) or as an EFL (English as
foreign language).
Learners who study English as an ESL student, will get English
naturally, why? Because they get English from daily communication which is
unrestrictedly, such as discussing, chatting with their friends, meeting, etc.
whereas, learners who study as an EFL student, only get English from
studying, such as test, activities, drill, etc. consequently, EFL learners must
search for other media that will help them enrich their English.
English Word Playing Card (EWPC) is designed as an ELT material
supplement. EWPC can facilitate teacher to teach the learners. In Indonesia
EWPC has been allowed to use in Elementary School as a media to learn
Language System (phonology, lexis, grammar, function, discourse) and
integrated Language Skill (listening, reading, speaking and writing).
By two goals above, EPWC is expected be able to develop six kinds of
development, as follows:
1. Orthography development.
2. Basic word mastery development.
3. Basic English sound development.
4. Basic English utterance and grammar.
5. Basic English genre.
6. Edutainment role.
Game Cards to Facilitate Verb Acquisition
Many Indonesia English learners judge that learning verbs is a difficult.
Why is it so? It is because it is influenced by their first language, culture and

because it is taught in difficult ways. When the teacher is able to offer this
material in fun way, like game, it will interest the learners to study, without
feel it is difficult.

The game activities are expected covering:

1. Recognizing picture/object with action verb
2. Sentence development/pictorial jumbles
3. Question and answer development
4. Recognizing tenses
5. Guessing and quiz
6. Quick word mapping
7. Preposition development
8. Describing event based on picture
9. Sound discriminating
10.Irregular verb development
11.Discriminating special sound
12.Grouping word of occupations