20 materials are related with learner’s purposes and daily situations linked to
expansion of personal, social, professional and academic background. It is designed to develop the learners’ communicative competence.
The writer also applies Integrated Language Instruction in this study to design a set of integrated materials especially for listening and speaking skills
which consists of other language skills. It gives the benefits to the students by practicing all the language skills in an integrated, natural and communicative way.
Mostly the instructions in the materials will be based on content-based and task- based which encourage authentic use of language.
Having Integrated
Language Instruction
in this
design, the
teachinglearning activities, instructional resource used pairgroup work are to motivate the learners to use language to create interaction with others, to express
personal ideas, opinions, feelings, experiences, to learn, to communicate, to exchange information and to solve problems. Therefore, this is the best approach
to maximize the target learners’ acquisition and learning of language and knowledge, skills, values and personalities.
Moreover, a writer needs to have knowledge of instruction design in order to develop a set of instructional materials. Referring to Kemp’s Instructional
Design Model, the writer decided to adapt some steps in designing materials that will be simplified below.
2.2.1 Conducting needs survey
The first step is to conduct need analysis to the learners about their needs, difficulties and interests in learning English language especially in four skills –
21 listening, reading, speaking and writing skills. It will be conducted to the
advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.
2.2.2 Formulating the goals and list of topics
The second step is purposed to determine the goal of the course and lists the topics to be designed based of the learners’ target needs.
2.2.3 Stating instructional objectives
In the third step, the writer is going to formulate general and specific learning objectives based on the goal of course and data from the need survey.
2.2.4 Developing teaching learning instructional materials
The fourth step is time to design instructional materials based on the need survey to achieve the goals. Designing materials means to consider content, to
develop types of instructional teachinglearning activities and tasks.
2.2.5 Evaluating the designed instructional materials
At the last step, the writer is going to conduct evaluation survey to the teachers of the institute after designing the materials. The writer is going to revise
or improve the designed materials based the feedback of the teachers to the materials. The steps in designing a set of integrated instructional materials are
simplified as below:
22 The model adapted from Kemp’s Instructional Design
Figure 2: Steps of Materials Development
Conducting needs survey
Formulating the goals and list
of topics
Stating instructional objectives
Evaluating the
designed instructional materials
Developing teaching learning
instructional materials
23
CHAPTER III METHODOLOGY
In this section, the writer clarifies the methodology used in the research. There are seven sections in the methodology – research method, research
participants, research setting, research instruments, data gathering technique, data analysis and research procedure.
3.1 Research Method
The writer used an educational research and development R D method in order to answer the first question stated in the Problem Formulation in Chapter
I. Research and Development method R D was applied in this study.
According to Borg and Gall 1983, it consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data. It
also attempts to develop research knowledge and incorporate it into a product by becoming a bridge so that the gap between educational research and educational
practice can disappear. Moreover, it can be defined “as a process used to develop and validate educational products” such as teaching materials, teaching methods
and method for organizing instruction. In Borg and Gall’s R D cycle, there are ten major steps to develop the
products 1983. They are research and information collecting, planning, development of preliminary form of product, preliminary field testing, main
