The Role of Instructional Materials Materials Design Model

29 a Communication requirements, personal needs, motivations and characteristics of the learner as well as physical resources. b The learner’s own desire or wants in learning Language Program. 2. Describing the purpose of the course as the foundation for the major decision in next stage, selecting of the syllabus type. 3. Selecting and developing the syllabus type that would be well-matched to learner’s characteristics and needs. 4. Producing proto-syllabus or describing language and language use to be elaborated in Language Program. 5. Producing a pedagogical syllabus or developing teaching, learning and testing approach, includes: teaching materials, testing sequences and instruments. 6. Developing and implementing classroom procedures. Those are : a Developing classroom procedures such as: selecting exercise types and teaching techniques, preparing lesson plan, and weekly schedules. b Providing trainings for teacher. 7. Evaluating the students output, teaching as well as the whole aspects of the Language Program. 8. Recycling stage in order to revise the accomplishment of goals and student’s performance, the content including methodological procedures and materials. Needs Analysis Description of Purposes Selection, Development of Syllabus Types Development, Implementation of Classroom Procedure Production of a Pedagogical Syllabus Production of a Proto Syllabus Evaluation Figure 2: Yalden’s Language Program Development 1987: 88 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 30

b. Newby’s Model

Newby describes plan like a “recipe” which tells the cooks what kinds of ingredients they need and how to mix it to make a dish 2000: 66. For the course design, the plan becomes a recipe for the teacher to recognize, mix, and present it through learning experience. Newby also explains that instruction is the process of presenting learning experience through activities, methods, and media. Developing plans for instruction, the instructional design is the process of combining and applying some theoretical principles through practical application. Newby describes the components of the plan in the following parts: 1. The students The plan is designed to reach desired learning goal. So, students’ behavior and motivation toward learning should be taken into account. 2. Objectives Objectives are what students should be able to do and accomplish under the instruction by presenting specified and expected performance. 3. Learning environment The learning environment is the setting or physical surrounding that learning experience will take place. 4. Instructional activities Instructional activities are the activities which will facilitate students in learning. 5. Instructional methods Instructional methods are the procedures that help the students to achieve the learning objectives.