Materials that encourage many cerebral activities in the brain will maximize the recall of the new knowledge. Thus varied series of activities is
needed such as analytic, creative, evaluative, and rehearsal demands on processing capacity can lead to deeper and more durable learning.
10 Materials should provide opportunities for outcome feedback Feedback which focused on the effectiveness of the output and on its
accuracy can lead to output which becomes profitable input source. It is important for the materials to provide activities that intend to produce outcome than just
practicing language.
d. The Process of Materials Development
Dick and Carrey 1996 propose a Systematic Instructional Design. The materials developer will be able to link instructional learning strategy with the
desired learning outcome by using this design. The design is organized to make the materials developer able to develop materials that will help the learners to
achieve their target needs. The following table shows the steps of Systematic Instructional Design that will be used as the guide in developing the materials in
this study.
Table 2.2. Components of Systematic Instructional Design by Dick and Carrey
1996
No. Steps Comments
1. Identifying an Instructional
Goal The first thing to do in this Instructional Design
is to determine the expectation about what the learners able to do when they have completed
the learning process.
2. Conducting an Instructional
Analysis The next step after identifying the goals is to
determine skills and procedures which will be included in the instructional design to carry the
goal into the classroom.
3. Analyzing
Learners and
Contexts This stage includes the analysis of learners’
context in which they will learn the skills. It is
related to the characteristics of the instructional setting and the setting in which the skills will
eventually be used. 4.
Writing Performance
Objectives This stage will identify the skills to be learned,
the conditions under which the skills must be performed, and the criteria for successful
performance.
5. Developing
Assessment Instruments
This instrument is to assess and measure the learners’ ability to perform the objectives.
6. Developing an Instructional
Strategy The information from the preceding steps will
begin to identify the strategy that will be used in the instruction. The strategy will include
sections on pre-sectional activities, presentation of information, practice and feedback, testing
and follow through activities.
7. Developing and selecting
materials The determined strategy in previous steps will
be used to produce the instruction. The decision to develop originals materials will depend upon
the type of learning to be taught, the availability of existing relevant materials, and
developmental resources available.
8. Designing and Conducting
the Formative Evaluation The draft of the materials will be evaluated in
order to have it improved. The three types of formative evaluation are referred to a one-to-one
evaluation, small group evaluation, and field evaluation. Each type of evaluation provides the
designer with a different type of information that can be used to improve the instruction.
9. Revising Materials
The final step and the first step in a repeat cycle is revising the materials. Data from the
formative evaluation are summarized and interpreted to identify difficulties experienced by
learners in achieving the objectives.
10. Conducting Summative
Evaluation The main purpose of this stage is to find out the
effectiveness of holistic instruction. However, it is not the part of the design process but it occurs
after the instruction has been evaluated formatively and revised to meet the standards of
the developer.
From the explanation of the materials development above, a need analysis must be the starting point for a materials development of instructional
program. The next steps are about how the needs create a framework for developing materials. The following figure shows how the steps above are carried
into practice.
