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learners could feel that the material is designed to help them instead of testing them.
3 Material Should Help Learners to Develop Confidence
When the learners feel relaxed, it will be easier for them to learn anything. From that point, material takes part in helping the learners to learn and build their
confidence at the same time. However, it doesn’t mean that the tasks in the material should be the easy one. To develop their confidence, there is a need to
involve them in using the language they learnt in stimulating tasks. Build their confidence over tasks that require them to use their existing proficiency through
problematic but solvable tasks. The tasks could be the one that involve them being imaginative, creative or critical. It could be in the form of making up a story,
writing a short poem, or identifying grammatical mistakes. 4
Material Should Provide Opportunities for Outcome Feedback Feedback is one of the important factors that support the language learning
achievement. Through feedback, learners could know whether what they produce is right or wrong or on which part they need to improve. In order to be able to give
the feedback, the purpose should be stated first. Feedback will be given as an evaluation in the relation of the purpose of learning and the language the learners
produce. Once it is done, the feedback could be very resourceful information about language use. Material should be able to provide the activities which have
intended outcomes rather than focusing on the practicing language only.
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5. Research and Development
There are two main parts of the Research and Development that will be discussed. First, it will discuss the definitions from experts. Second, it will discuss
the type of developmental study and also which type being used in the study.
a. Definition of Research and Development
Research and Development RD is one of the methods used for educational research. In the study, there are some definitions of Research and
Development being used. According to Seels and Richey as cited in Richey and Klein 2005, developmental research is the systematic study containing the
process of designing, developing and evaluating instructional programs, processes, and products which should meet the criteria of effectiveness and
consistency. From the definition, it could be concluded that developmental study seeks to construct knowledge from the data derived from practice. It is one of the
ways to create new procedures, techniques or tools based on methodological analysis of specific cases.
Borg and Gall 1963, support it by stating that R D is a research method which consists of a cycle in which a version of a product is developed, field tested
and revised based on the field tested result. It is in line with Seels and Richey’s statement that in developmental study, the core of the study involving the process
of designing, developing and evaluating instructional programs or products. In addition, Borg and Gall add ten major steps in R D cycle, those are 1 research
and information collecting, 2 planning, 3 develop preliminary form of product, 4 preliminary field-testing, 5 main product revision, 6 main field-testing, 7
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operational product revision, 8 operational field testing, 9 final product revision, and 10 dissemination and implementation. In the study, there are six
steps of RD that will be implemented, namely 1 research and information collecting, 2 planning, 3 developing preliminary form of product, 4
preliminary field-testing, 5 main product revision, and 6 final product revision.
b. Type of Research and Development
There are two types of developmental study according to Richey, Klein and Nelson as cited by Richey and Klein 2005. The first one is Type 1 which focuses
on the given instructional program, product, process or tool. It usually pays attention on three things, namely product design, development and evaluation.
Moreover, developmental study Type 1 might also validate particular design, or development technique or tools. The second one is developmental study Type 2.
Type 2 focuses on a given design, development, evaluation model or process. The study may involve the activity of constructing and validating unique design and
models and processes and also identifying conditions that could facilitate the successful use.
The study refers to developmental study Type 1. In the study, there are processes which become the focus of Type 1, namely product design,
development, and evaluation. The product is designed based on needs of the users which are shown in the systematic data gained in the preliminary data gathering.
Thus, the evaluation is in the form of gaining feedbacks from the products expert and revising it.
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6. Instructional Design
Instructional design is one of the important things in teaching learning process. According to Gagne and Briggs 1979, what is called with instructions is
a set of events that affects learners in a facilitated learning. The purpose is to activate and support individual learning to achieve the goals. Meanwhile, the
planned instruction is aimed to help individual learners to achieve their fully personal directions. According to Gagne and Briggs 1979, there are five basic
assumptions of instructional designs. First, instructional design should have purpose to aid individual learning. Second, it has phases which are both
immediate and long term. Third, when it is systematically designed, instructional design can give great influence to human development. Fourth, instructional
design should be conducted by means of a system approach. Fifth, instructional design should be based on the knowledge of how human being learns. In the
study, the instructional design that will be adapted is from Kemp’s. The details will be presented in the following paragraphs.
a. The Nature of Kemp’s Instructional Design Model
Kemp 1971 states approach and procedures in designing a learning process are called instructional design. The instructional model is designed to answer the
following three questions. Those questions are 1 what are the objectives, 2 what activities and resources that will support to achieve the goals, and 3 the
evaluation to check whether the goals have been achieved or not. Kemp constructs the instructional design with eight steps, which will be described as follows. The
first step is defining goals, topics, and general purposes. The first step of Kemp’s
