Global Materials Versus Local Materials For Students' Reading Comprehension: A Library Research

Global Materials Versus Local Materials for Students’ Reading
comprehension: a library research
Introduction:
English teaching/learning influence almost 2 billion people. English teaching/learning requires instruction
activities such as methods and techniques. Methods define students’ needs, such as communication.
Besides, the materials involve one of the most characteristic features, enabling teachers to demonstrate
and teach how the language communicates.
Course books, the primary teaching materials, supply the availability of rich instruction manuals to guide
the teacher in practical activities. Global course books are published worldwide and aim at the dual
markets of language courses in English-speaking countries. The course books provide non-written and
spoken texts for the teaching-learning processes, such as newspapers, ads, manuals, e-mails, and so on.
The course books also enhance learners’ view of how real English communicates through its reading texts
and facilitate reading comprehension.
Linguistic and cultural background problems faced in reading comprehension in global course books.
Culturally, the contents of course books, with different and unfamiliar background topics, not covering
local contexts, causing the learners confusion and misunderstanding in reading comprehension.
On the other hand, local course books consist of cultural texts based on the curriculum demand and
national learners’ needs. They enhance learners’ reading comprehension because they involve their
cultural background knowledge.
Methods
This research involved library-based study. 20 empirical research articles analyzed and synthesized into a
data result related to theories.
English learning materials

Something that can be an instruction assistant is called materials. They should facilitate students to view
and learn how to apply communication of a language in the materials. The materials take any forms
(including textbooks, workbooks, CDs, and so on) to illustrate the language. They should deal with
instruction, experimental, elicitation, or explanation for teachers’ guidance.
The Definition of Global materials

Course books that include teaching/learning materials to facilitate the learning of a language for learners
all around the world are called global course books. These materials are from many sources, such as
storybooks, newspapers, songs, e-books, etc.
Global course books can promote self-independent learning for learners, provide the reliability of experts
and well-known publishing, and offer different perspectives as it focuses on different cultures and places.
The definition of Local Materials
Local materials include English lessons in which learners’ national goals are defined. They have several
aspects such as contextualization, real-life environment, linguistic contrast on the learners’ self-reflection
of form, meaning, and usage of the target language, and intercultural reflection between home and target
cultures.
The local materials locate English language within familiar cultural references such as national events,
landmarks, celebrities, values, and family relationship.
Global versus local materials for reading comprehension
The reason for less-improvement by using global materials is that there were unsuitable or uncommon
themes for non-English learners. Local materials effectively enable learners to talk and write about their
experiences, concerns, and cultures through English.
Khan (2014) investigated the significance of culture in EFL and ESL learning materials in Jeddah and
India and found positive perspectives on local materials in which the inclusion of local culture enhanced
learning experiences significantly. Erten & Razi (2009) investigated the effectiveness of local-cultural-
based materials in Turkey and the findings revealed that the students given treatments by local cultural
content had a more significant effect than the ones by global content. Ningtyas (2016), in a study,
concluded that the readers who read the local texts avoided unfamiliar names and culturally distant
contextual clues caused worse comprehension gains.
Questions:
1-Explain local and global materials for reading comprehension.
Global course books are published worldwide and aim at the dual markets
of language courses in English-speaking countries, such as newspapers,
ads, manuals, e-mails, and so on. On the other hand, local course
books consist of cultural texts based on the curriculum demand and
national learners’ needs. They enhance learners’ reading comprehension
because they involve their cultural background knowledge.
2-Define resources for reading comprehension materials.
Reading as an interactive process requires various mental operations to be

performed concurrently or very closely in time. When students read, they
are likely to proceed from processing the text in smaller units of language
to larger conceptual units. The resources here are designed to provide a
scaffolded approach to reading, enabling students to dig beneath the
surface of a text to reveal the layers of meaning beneath.
3-The materials also play a vital part in the instruction process and give an abundant
contribution to active language learning. Discuss.
Learning materials can significantly increase learners' achievement by

supporting learning. For example, an educational video may provide a
learner with new insights and an appealing worksheet may provide the
learner with new opportunities to practice a new skill gained in class.
Instructional materials are essential since they help the teacher and
learners avoid overemphasis on recitation and rote learning that can easily
dominate a lesson. Resource materials allow learners to have practical
experiences which help them to develop skills and concepts and to work
in a variety of ways.
4-Local-culture-based-materials provide familiarity on characters setting, making the
reading activities more understood towards the students. Discuss.
Abstract in nature, local-cultural-based materials involves cultural familiarity

and helps readers to reconstruct the story line through referring to more
personally and culturally relevant scripts. One effect of this is a lessened
workload to reconstruct scripts and make personal interpretations, because
such texts entail involvement with real material persons, events, places,
and sociocultural relations with which the learners can identify and find
some common ground.

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Global Materials Versus Local Materials for Students’ Reading

comprehension: a library research

English learning materials

The Definition of Global materials

1-Explain local and global materials for reading comprehension.

Reading as an interactive process requires various mental operations to be

Learning materials can significantly increase learners' achievement by

Abstract in nature, local-cultural-based materials involves cultural familiarity

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