THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS

SUMMARY CHAPTER REPORT

THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS

Submitted to fulfill one of the requirements of Curriculum and Material Development

Lecturer: Yayan Suryana, Drs. M.Pd.

Written by :

Ditha Febrivania _{(III B)}

NPM. 108060053

ENGLISH EDUCATIONAL DEPARTMENT

TEACHING AND EDUCATIONAL SCIENCES FACULTY

SWADAYA GUNUNG JATI UNIVERSITY

2011

The Role and Design of Instructional Materials

Teaching materials are a key component in most language programs. In the case of inexperienced teachers, materials may also serve as a form of teacher training they provide ideas on how to plan and teach lessons as well as formats that teachers can use. In addition, materials not designed for instructional use such as magazines, newspapers, and TV materials may also play a role in the curriculum. Dudley-Evans and St. John (1998, 170-171) suggest that for teachers of ESP courses, materials serve the following fuction:

· As a source of language

· As a learning support

· For motivation and stimulation

· For reference

Authentic Versus Created Materials

Authentic materials refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes. Created materials refers to textbooks and other specially developed instuctional resources.

Textbooks

Textbooks are used in different ways in language programs. A writing textbook might provide model compositions and a list of topics for students to write about. A grammar textbook might serve as a reference book and provide examples as well as exercise to develop grammatical knowledge. A speaking text might provide passage for students to read and discuss. A listening text together with audiocassettes or CDs might serve as the primary listening input in a listening course.

Among the principal advantages are:

They provide structure and a syllabus for a program

They help standardize instruction

They maintain quality

They provide a variety of learning resources

They are efficient

They can provide effective language models and input

They can train teachers

They are visually appealing

Evaluating Textbooks

Evaluation, however, can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equal coverage of grammar and the four skills. It is also necessary to realize that no commercial textbook will ever be a perfect fit for a language program. Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher (Byrd 1995: werner, et al. 1996). Cunningsworth (1995) presents a checklist for textbook evaluation and selection organized under the following categories:

Aims and approaches

Design and organization

Language content

Skills

Topic

Methodology

Teachers’ book

Practical considerations

Adapting textbooks

This adaptation may take a variety of forms:

Modifying content

Adding or deleting content

Reorganizing content

Addressing omissions

Modifying tasks

Extending tasks

Preparing Materials for Program

Advantages:

ð Relevance

ð Develop axpertise

ð Reputation

ð Flexibility

Disadvantages:

ð Cost

ð Quality

ð Training

ó Decisions in materials design

Design and materials design were discuss:

Developing aims

Developing objectives

Developing a syllabus

Organizing the course into units

Developing a structure for units

Sequencing units

When the process of writing begins, further decisions need to be made. These concern:

Choosing input and sources

Selecting exercise types

Managing a materials writing ptoject

The management of a team-based writing project involves addressing the following issues:

v Selecting the project team

v Planning the number of stages involved

v Identifying reviewers

v Planning the writing schedule

v Piloting the materials

v Design and production

Monitoring the use of materials

No matter what form of materials teachers make use of, whether they teach from textbooks, institutional materials, or teacher-prepared materials, the materials represent plans for teaching. The information collected can serve the following purposes:

« To document effective ways of using materials

« To provide feedback on how materials work

« To keep a record of additions, deletioans, and supplementary materials teachers may have used with the materials

« To assist other teachers in using the materials

Monitoring may take the following forms:

Observation

Feedback session

Written reports

Reviews

Students’ reviews