knowledge, comprehension, application, and creation. Affective learning involves attitudes, feelings and emotions. The performances of affective learning contains
of receiving, responding, valuing, and characterization. Psychomotor learning involves muscular or motor skills. The performances included in this domain of
learning are imitation, manipulation, precision, and articulation. Through those three categories of domain learning, learning objectives can be well-stated.
c. Select, Modify, or Design Materials
Once the teacher has stated the learning objectives, it is time to select, modify or design material. This step is considered as the bridge between the beginning
and ending points. The beginning points are derived from the learners’ present knowledge, skills and attitudes. On the other hand, ending points comes from the
objectives of instruction. The three options that can connect the two points are: 1 select available materials, 2 modify existing materials, or 3 design new
materials. Selecting available materials can be conducted when the materials allow the
students to meet the learning objectives. This option is saving time and money. However, if the available media and materials do not meet the learning objectives,
the second option, modifying the existing materials, can be executed. The third option, Designing new materials can be performed only if the existing media and
materials are not feasible. The advantage of this option is that it allows the teacher to prepare materials to precisely serve the learning objectives although this option
is more expensive and time-consuming.
e. Utilizing Materials
Utilizing materials is the next step included in ASSURE model. In this step, the presentation of the instruction is carried out. There are four procedures
summarized by Heinich et. al. 1982 in this stage: preview, prepare the environment, prepare the audience, and present.
Previewing the instructional material is important for the teacher before the
material is given to the students. This enables the teacher to prevent student embarrassment andor impediment of learning. In addition the teacher could
properly wrap the lesson properly through previewing the materials. Bottury 2003 modified this stage through expanding one more stage namely preparing
the material . In this stage “the materials should be adjusted, sequences, eventually
copied, distributed, etc”. Next stage that must be done by the teacher is preparing the environment.
Wherever the presentation will be, classroom, language lab, computer lab, the facilities must be put in well-organized order.
The third stage that must be ensured is preparing the audience. What is leant from a presentation depends on how learners are prepared. The first thing that can
be done to prepare the audience is proper warm-up of introduction such as a broad overview of the content of the presentation, a rationale of how it relates to the
topic being studied, a motivation, and cues directing attention to specific aspects of the presentation.
Once those stages mentioned previously have been obtained, the teacher is ready to present the material. The important thing that must be kept in mind in
this stage is “showmanship” technique. It is known as controlling the direct attention of the classroom. Over those stages have been justified above, Bottury
2003 summarized Heinich et. al. procedures to utilize the materials into 5 Ps sanding for preview the material, prepare the material, prepare the environment,
prepare the audience, and present the material.
f. Require Learner Response
