Justification

1.0 Introduction
Teachers especially in primary Education should be encouraged to use as
many teaching and learning aids as possible to set an environment which is
stimulative and conducive to learning and in which pupils can be easily guided
through the discovery of knowledge on their own.Teaching and learning materials are
resources used by teachers to teach and facilitates pupils learning and
understanding. Teacher-created resources help pupils reach learning objectives.
The teaching material that we designed for the lesson is pocket chart. This
essay will be about the justification on the materials my group designed.
According to Stenglin, the visual materials support them in that matter, as they
serve as metal scaffolds for the students and help teachers to correlate and
coordinate accurate concepts making the learning more concrete. Students are more
attracted to pictures rather than words. It is because the students will be able to link
the words with the pictures they see and it provides their understanding of new
vocabularies in English which is not common to them. Wright (1989) states that
pictures are very important in helping students to retell experiences or understand
something since they can represent place, object, people, etc. Pictures help the
students understand a more general context, which may be made of pictures, the
teacher's actions, the student's action, sound effect and words. This overall context
of new language will have meaning to the students.
Materials should also encourage pupils to take charge of their own learning.
The learning experience should be as active as possible (Cox, 2004). All the
materials that we designed facilitate active learning. For example, when the teacher
shows the picture into the pocket chart, pupils will automatic link to the vocabulary or
words that they have in their mind. After that they will used higher order thinking skill
to combine all the picture and the words into a sentences Through this, they will be
actively involved in constructing a paragraph in a group as well as practicing higher
order thinking skills and creativity.
Another principle is that the material should be consistent with learning
outcomes of the curriculum (Janovsky, 2016). We plan this lesson based on year 4

topic 5 care for the sea. The pictures, the words, the video and the task sheet all are
relevant to this topic. After they have learn this it can have a better connection with
others topic. For example, this topic is about sea pollution. After that the students
might integrate it into air pollution or sound pollution which is under the same topic
pollution. This pocket chart also can be use to teach the science subject which is
relevan to this topic.
According to Latuheru (1988), young learners have short attention spans but
they are very active and imaginative. So, to attract the young childrens attention
towards the lesson and to make them active in class. We used video to gain the
attention from the students. Students like to watch video because teacher no more
talking and give instruction only. The video can break the distance between students
and teacher. Once the rapport between teacher and students get closer, students will
feel more comfortable in the class and finally they will more active in the class.
Our teaching and learning material can be use over and over again and also
can be use not only to teach that particular subject or topic. For example, the pocket
chart can be used to teach them sentence structures, writing skill and also for other
subjects too. At the same time, we did not spend much money to create our
materials. We used mostly recycled things such as cap of plastics bottle, ice-cream
stick and so on. This pocket chart made from foam board which is waterproof, so it
can last for longer period. Weight of this pocket chart is light, teacher can carry in
and out easily and it can to fold to make it smaller size to store.
However, one of the weaknesses of the pocket chart is not big enough.
Classroom with huge number of students who sit at the back will not look clearly
because that is too far. In the future we can make a bigger size of pocket chart and
also enlarge all the picture used.
In conclusion, teaching materials play an important role in helping the teacher
to enhancing their students understandings (Bodrova & Leong, 2013). So, teachers
must be creative and take the initiative to make their lesson to be fun, meaningful
and purposeful. Overall, this task has taught me many new knowledge and
experiences that will really help me in my planning in producing a good and relevant
materials to be use in the classroom.

References
Cox, M. (2004). Childrens learning. In G. Nicholls (Ed.), An introduction to teaching: A
handbook for primary and secondary school teachers. London: Routledge.
Bodrova, E., & Leong. D. (2013). Tools of the mind: The Vygotskian approach to
early childhood education. Englewood Cliffs, NJ: Merrill/Prentice Hall.
Janovsky, A. (2016). Instructional materials: Definition, examples & evaluation. Retrieved
from http://study.com/academy/lesson/instructional-materials-definition-examplesevaluation.html#transcriptHeader
Latuheru, J. D. 1988. Media Pembelajaran dalan Proses Belajar Mengajar Masa Kini.
Jakarta: P3G
Stenglin M, Iedema R: How to Analyse Visual Images: A Guide for TESOL Teachers.
In Analysing English in a Global Context: A Reader. Edited by: Burns A, Coffin
C. Routledge in association with Macquarie University and the Open
University, London; 2001:194208.
Wright, A. 1989. Picture for Language Learning. Cambridge: Cambridge University
Press.