Instructional Material Design

Instructional Material Design

1.      Introduction

Learning a language requires meaningful learning experiences facilitated by opportunities to interact with and produce language material that involve communication, whether these opportunities occur in a formal learning envoronment or not, exposure to a language forms an integral part of the acquisition process.

Therefore material is very important in teaching learning process. It provides the content of the lesson, the balance of skill taught and the language practice of the students. Material can support the teacher in teaching and students in learning. (Coppens, Rico & Agudo : 2013 )

Instructional material intended for instruction, including a text read, instructional videos, software, CD, or other related technology resources are approved for classroom instruction. The emerging needs of the information age require a new paradigm for the field of instructional design (Reigeluth, 1996). It must be borne in mind that the design and development of instructional materials for teaching and learning purpose must take into consideration important aspects such as pedagogy, learning theories, ID theories and models and the media employed (Sharifuddin, 2007).

2.      Discussion

 What is Instructional Design

Montague, Wulfrek and Ellis (1983) highlighted that the best design does not compensate for the lack of skills needed to develop quality instruction. Sharifuddin explained that An instruction is a set of events that facilitate learning whilst design means a creative pattern or a rational, logical, sequential process intended to solve problems. Thus, instructional design can be defined as “the systematic process of translating principles of learning and instruction into plans for instructional materials and activities”.

What is Instructional Material

The word materials here refers to printed or other media intended to convey events of instruction. In most traditional instructional systems, teachers do not design or develop their own instructional materials. Instead, they are given materials (or they select materials) that they integrate into their lesson plans. In contrast, instructional systems design underscores the selection and development of materials as an important part of the design effort. Teachers can be hard-pressed to arrange instruction when there are no really suitable materials available for part of the planned objectives. Often, they improvise and adapt as best they can. Most often, however, teachers do find suitable materials.

The Form of Teaching Material

n  Printed materials

    ex. books, workbooks, worksheets, readers

n  Nonprint materials

    ex. cassette, audio materials, videos

n  Both print and nonprint sources

   ex. materials on the Internet

n  Magazines, newspapers, TV programs

   

References

Coppens, X., Mercedes, R., J.E. Agudo. (2013). Using Blogs: authentic material and ranking quality for SLA. The EUROCALL Review. 21 (1), 20.

Hannafin, M.J. & Peck, K.L. (1988). The Design, Development, and Evaluation of Instructional Software. New York: Macmillan Publishing.

Montague W. E., Ellis, J. A., & Wulfeck, W. H. (1983). Instructional quality inventory:A formative evaluation tool for instructional development. Performance and Instruction Journal, 22 (5), 11-14.

Sharifuddin, R.S. (2007). Design of Instructional Materials for Teaching and Learning Purposes : Theory and Practice. MEDC, Volume 1.

Thompson, N. (2001). Why ID? The benefits of Instructional Design Models. Teaching with Technology Today. Retrieved on May 20, 2017, from http://www.uwsa.edu/ttt/articles/thompson.html