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Lesson Proper
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Principles of Materials Development
According to Tomlinson (2011), here are the basic principles of material
development significant to language teaching:
1. “Materials should achieve impact through:
a. novelty (e.g. unusual topics, illustrations, and activities);
b. variety (e.g. breaking up the monotony of a unit routine with an
unexpected activity; using many different text-types taken from many
different types of sources; using a number of different instructor voices on
a CD);
c. attractive presentation (e.g. use of attractive colours; lots of white space;
use of photographs);
d. appealing content (e.g. topics of interest to the target learners; topics
which offer the possibility of learning something new; engaging stories;
universal themes; local references);
e. achievable challenge (e.g. tasks which challenge the learners to think).”
2. “Materials should help learners to feel at ease.”
3. “Materials should help learners to develop confidence.”
4. “What is being taught should be perceived by learners as relevant and useful.”
5. “Materials should require and facilitate learner self-investment.”
6. “Learners must be ready to acquire the points being taught.”
7. “Materials should expose the learners to language in authentic use.”
8. “The learners’ attention should be drawn to linguistic features of the input.”
9. “Materials should provide the learners with opportunities to use the target
language to achieve communicative purposes.”
10. “Materials should take into account that the positive effects of instruction are
usually delayed.”
11. “Materials should take into account that learners differ in learning styles.
Styles of learning which need to be catered for in language-learning materials
include:
a. visual (e.g. learners prefer to see the language written down);
b. auditory (e.g. learners prefer to hear the language).
c. kinaesthetic (e.g. learners prefer to do something physical, such as
following instructions for a game);
d. studial (e.g. learners like to pay conscious attention to the linguistic
features of the language and want to be correct);
e. experiential (e.g. learners like to use the language and are more
concerned with communication than with correctness);
f. analytic (e.g. learners prefer to focus on discrete bits of the language and
to learn them one by one);
g. global (e.g. learners are happy to respond to whole chunks of language at
a time and to pick up from them whatever language they can);
h. dependent (e.g. learners prefer to learn from a teacher and from a book);
i. independent (e.g. learners are happy to learn from their own experience of
the language and to use autonomous learning strategies).”
12. “Materials should take into account that learners differ in affective attitudes.”
13. “Materials should permit a silent period at the beginning of instruction.”
14. “Materials should maximise learning potential by encouraging intellectual,
aesthetic and emotional involvement which stimulates both right- and left-brain
activities.”
15. “Materials should not rely too much on controlled practice.”
16. “Materials should provide opportunities for outcome feedback.”
Materials Design
Instructional materials play a vital role in the academic journey of both teachers and
learners, and because of this, preparation and design should be earnestly implemented.
The process of preparation and design is called Instructional Design (ID). Experts
argued that pre, during, and post actual classroom teaching will be efficiently employed
through rigid instructional preparation and development. The instructional design must
be done to achieve the objectives of a course/program and the goals of education.
Experts have perceived ID in different standpoints and interpreted it as:
Reigeluth (1983) “ID, based on its role, argued that the ID, as the
implementation of teaching and learning theories, are used to
facilitate someone’s learning.”
Dick and Carey (1990) “…as a system and they proposed the term systemic
and Dick, Carey, and approach in the development of instructional materials due to
Carey (2001) the fact that there were some elements that must be used
that cannot be neglected any of the element in the
preparation and design of instructional materials.”
Rothwel and Kazanas “…from the perspective of working improvement and argued
(1992) that the formulation of the ID is highly related to the
improvement of working quality and organization.”
Gagne, Briggs, and “…from the provision of assistances to the learners and they
Wager (1992) proposed that the ID should provide learners with assistance
in the learning process so that they can attain the
instructional objectives.”
Gentry (1994) “…in relation to the management and proposed that the
implementation of ID is related into management aspect of
an institution or program…”
Reiser (2002) “…as systemic series of procedures which is used to develop
supported Dick, Carey, consistent education and training program.”
Carey’s
(2001)
There were ID models used by educational technology experts for designing
instructional materials. Most used were:
a. ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation)
Phase 1 - Analysis: Identify the problem
Phase 2 - Design: Systematize the components
Phase 3 - Development: Create, assemble, review, and revise the
content
Phase 4 - Implementation: Components put into operation, and
Phase 5 - Evaluation: Assessment
b. Dick and Carey’s Model (a systematic approach)
Step 1 Identify Instructional Goal
Step 2 Conduct Instructional Analysis
Step 3 Write Performance Objectives
Step 4 Develop Assessment Instruments
Step 5 Develop Instructional Strategy
Step 6 Develop and Select Instruction
Step 7 Design and Conduct Formative Evaluation
Step 8 Revise Instruction, and
Step 9 Design and Conduct Summative Evaluation
c. Kemp Model
1. Instructional Problems Identification
2. Learners Characteristics Exploration
3. Task Analysis
4. Statement of Instructional Objectives
5. Content Sequencing
6. Instructional Strategies
7. Instructional Planning and Development
8. Evaluation Instruments Development, and
9. Resource Selection
d. IPDM model
1. Needs analysis
2. Adoption;
3. Instructional Design
4. Production
5. Prototyping
6. Product Installation
7. Ongoing Operation, and
8. Ongoing Instructional Unit Evaluation
e. Three Phase Design Model (3PD)
Phase I: Prepare Functional Components
Phase II: Evaluate, Elaborate and Enhance, and
Phase III: Maintain
Factors in Preparing Instructional Materials
a. Syllabus
The syllabus is the outline of a course/program. It contains the objectives,
list of content, procedures, and suggested resources. It is created
following the curriculum set by the educational board.
b. Learners
a. Consider the age of the learners.
b. Recognize the learners’ culture, customs, and beliefs.
c. Identify the level and learning styles of the learners.
c. Input
Themes should be appropriate to capture and maintain the learners’
interest. Lessons and activities must be one pace higher than their current
capacity to increase their intellectual abilities. Materials should also
encourage the learners to engage themselves in learning and boost their
motivation.
d. Social Demands
Partnership and group works will improve the human relationship.
Interactive exercises should be considered to promote communication.
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Reference
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Manurung, K. (2017). Designing Instructional Materials. Palu, Indonesia: Untad Press.
Retrieved from: https://www.researchgate.net/publication/333718857
Tomlinson, B. (2011). Materials Development in Language Teaching Second Edition.
UK: Cambridge University Press.
Sharma, Y. (2006). Preparation and Try-out of Materials for Teaching 'Functional
English' at the Undergraduate Level. H.M. Patel Institute of English Training and
Research Vallabhvidyanagar. Retrieved from: http://hdl.handle.net/10603/75432
