MATERIALS AND TECHNIQUES OF INSTRUCTION

PREFACE
First of all, I would like top express my gratitude to Ide Sang Hiang Widhi Wasa, who has given me mercy dan blessing so I can finish this paper entitled “Materials And Techniques Of Instruction”. The aim of this report is to fulfill the task from lecturer and to enrich our knowledge about Materials And Techniques Of Instruction.
I realize that this report is still far from being perfect but I have tried to finish it as a reasonable as posible in order all of the readers can understand the discription of this report. I hope some suggestions for the sake of its perfectness. I found many obstacles in finishing this report but fortunately all of them can be solved well. On this opportunity, I also would like to express my gratitude to all of the people who helped me to finish this report.






CHAPTER II
MATERIALS AND TECHNIQUES OF INSTRUCTION
The teacher is the most important single factor in the teaching learning process. There can be no question that given the students with some interest in language learning. It is what we as teachers promote a friendly environment in the classroom, to create and organize materials, to overcome shortcoming in our textbooks, to stimulate and maintain interest through varied practice activities, to emphasize certain enjoyable aspects of language learning while minimizing other features. In this section, therefore, will be indicated some of the materials and techniques which will help bring motivation into the language learning classroom
1. Some Materials of Instruction
1.1 The Picture File
Every classroom should contain a file of pictures which can be use not only to illustrate the aspects of the socio-cultural topic listed, but also to give interesting, meaningful practice in the sounds, structure, and vocabulary of English.
The file should contain three kinds of pictures, such as picture of individual object and subject, picture of situation, a series of picture on one chart you may wish to create several of these charts: for example, one for count nouns, one for mass nouns, one for count and mass nouns placed at random, one for words illustrating difficult consonant clusters without regard to “count” and “mass”, one for work activities, one for verbs which cannot add “ing”, one for verbs like “seem”, many with four scenes depicting four situations which will enable pupils to create a sequential dialogue or oral narrative paragraph. The file should contain more than one picture of individuals and of objects. The pictures bellow will show about individual picture and the series of picture
1. Invidual pictures

Count nouns chart

Massa Nouns Chart

Work Activities Chart]

2. The Series of Picture

1.2 Charts
Simple charts showing various grammatical relationships are extremely valuable.
1.3 Flash Card or Word Card
Cards with individual words (either printed or in manuscript) can be prepared and filed within the same categories and in the same order as the individual pictures.Younger children can be asked to match cards and pictures as soon as they can read. They can also match the cards with words written on the blackboard
1.4 The Pocket Chart
This simple teaching tool is an excellent device for dramatizing word order. It is easily made by taking a piece of cardboard or hand paper, and pinning to it two narrow pockets about two inches high.
Younger children particularly will enjoy going to the pocket chart themselves and making question from statements: placing not or don,t in sentences, or later changing questions to indirect questions or statements.
1.5 The Flannel Board
With younger students, it is useful in playing games or in dramatizing stories. All that you need is a piece of the cheapest flannel glued, pinned, or thrown over a piece of wood or heavy cardboard about two feet long by two feet in height. A use of the flannel board which has been popular in many counties is one in which I cut out the figure of a person from another piece of flannel: the head, ears, nose, mouth, eyes, neck, arms, body, and legs. We’ve named it poor jim.
1.6 Games and Song
There are all kinds of language games and songs ranging from very simple to difficult ones which help give practice in language while keeping the class lively and interesting. The type of song you teach to your class will depend on the age, interests, and learning level of the students. Song for children, for example, should contain a repetitive motif where possible song for intermediate levels or older student. The songs should reflect the culture of English speaking people both musically and thematically.
1.7 Real Objects.
A corner of the room and a large box on reserve should contain anything you can gather together to illustrate vocabulary items or cultural concepts. There are such as table, chair, computer, door, window, Etc.
1.8 The Record Player
The record player may be used within the classroom lesson to accustom students to voice other than teachers, to provide concerted drill and/or to introduce songs and dances. Songs, dances, stories, plays, and other language learning mater can be found on records.
1.9 The Language Laboratory
Language laboratory is known as tape recorder. Tapes have the advantage of maintaining the same intonation repeating endlessly without tiring , providing a uniform length of pause for student repetition, etc.
There are some about language laboratory :
 A language laboratory need to be an elaborate installation of twenty or more sound booths. One tape recorder, when properly used may be considered a “laboratory”
 The directions on the tape may be in the language of the students followed immediately by the English equivalent unless the teacher clarified the directions in class or is present to clarify them.
 When students use the laboratory outside of the class time, you should give them the opportunity to display their greater accuracy or fluency when they return to the classroom.
 The laboratory or tape recorder with additional jacks is very valuable for individualizing instruction.
 The language laboratory can be effective for individual or group testing or for listening or reading comprehensions dictation.
 You can use the laboratory as a library where students may go during a free hour.
 Listening should not be a passive activity. While listening, you should ask students to look at slide or filmstrips, reading passages, dictations in which words have have been omitted or at any other material which will insure attentive activity.
The tape recorder should be used not only to reinforce drills done in class but also to broaden the horizons of the students..
1.10 Filmstrips. Film. Radio. Television.
a. Filmstrip is slides which are combined in sequence and which can be projected with a filmstrip projector on a wall or on a screen. Can be used effectively to practice vocabulary, structures, and real communication while taking the pupils out of the confines of the classroom.
b. Films is those which give insight into various cultural aspects of English speaking countries.
Film is those which are designed to teach the language at various learning levels. All films have disadvantage of not being able to be turned back easily and quickly to a scene or language exchange that the students did not grasp.
c. Loop films are available which keep turning automatically so that the students can see and hear the same material as often as the teacher deems it necessary.
d. The radio is good as an additional means of immersing our students in sound, but, for beginning students.
e. Television offers possibilities as a learning medium. Several courses for teaching English from the beginning to more advanced level have been already prepared. The television programs which have been designed especially for language learners try to duplicate the classroom situation. Television programs, however cannot do the whole job. The majority of programs may be of only twenty minutes duration. Much more time is needed to learn a slice of language. The television teacher cannot hear students difficulties and errors “free” answers are impossible. Many oral activities cannot be done.

1.11 Program Instructions (teaching machines)
The last several years have seen the wider use of so-called teaching machines. This is a misnomer because they are not in fact machines. A teaching machine may consist of a simple box with an opening on top in which a program is inserted and a knob on the side which a learner can turn.
The program is the important part of the teaching machine. A good program is based on several principles:
• It is very carefully graded
• Each item of learning is broken up into its smallest part and practiced in as many ways as possible
• It permits a student to work at his own speed
• It is self-teaching
• It gives immediate confirmation of the correctness of one’s response.
2. Some Teaching Techniques:
1. Use the students and yourself ; to teach appropriate vocabulary before using pictures or other materials.
Example : your clothing, the things you carry
2. Start with the known environment of your students before fanning out to the wider. English –speaking world. Relate your presentation to facets of language or of culture with which you can expect your students to be familiar.
3. Example : if you are going to teach vocabulary related to a beach scene of Hawaii, help students recall a beach scene closer to their homes. Use many questions starting with “Do you” or “have you”
4. Use dialogs wherever possible. Dialog duplicate the communication situation in everyday life. Keep building on the same dialog situation where possible.
Example :
• Do you ( have) a notebook?
Yes , I do.
• Do you (have) your English notebook?
(No),I ( don’t)
• Do you want a notebook with lines?
Yes, please. How much is this one?
Twenty cents.
All right. I’ll take it.
To help students understand the dialog or the segment of a longer dialog you are teaching. You may use anyone or combination of these procedures:
1. Give the situation of the entire dialog simply and briefly in English, pointing to objects or pictures and pointing to each of the figures.
2. Teach new words and expressions thought association with pictures, real objects, pantomime, or gestures before saying the dialog.