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
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