Abstract The study aims at designing EFL instructional materials used in EFL class at English Department, Faculty of Teacher Training and Education at a university in Indonesia. The design is based on the results of evaluation and analysis on the instructional materials used in Curriculum and Material Development Class by applying Instructional Design (ID) element instruments evaluation. The study employed a developmental research (R&D) design involving a group of students programming the Curriculum and Material Development class in 2014/2015 academic year. The results of the evaluation and analysis on the instructional materials revealed that the instructional materials for the Curriculum and Material Development class were based on handbook adapted from textbooks which were commercially created. Based on the results of the evaluation and analysis, instructional materials were developed employing Dick and Carey ID elements. The results of the implementation of the designed instructional materials to a group of 35 EFL learners are reported and discussed. Keywords: designing instructional materials, EFL learners, ID elements, ID elements evaluation instruments, achievement
See Full PDF See Full PDFAnnals of Philosophy, Social and Human Disciplines
Materials’ development in EFL classes is a continuous concern of teachers. Teaching components include explanation, questioning and feedback. However, without a good textbook and suitable teaching material, even an experienced teacher will not have a great success. “Materials should teach students to learn, they should be resource books for ideas and activities for instruction / learning, and they should give teachers rationales for what they do.” Language teaching has important elements like students, methods, strategies and techniques. Why are teaching materials important in EFL classes? What is the role of materials in language learning? What is a good English textbook? How can we select materials according to student’s age and language level? Can teachers and novice ones manage their time to use supplementary materials? It is true that the text is the base of teaching / learning processes, but in some cases, teachers should differentiate materials and activities for the sake of .
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CENTRAL ASIAN JOURNAL OF SOCIAL SCIENCES AND HISTORY
This article discusses the main features and priorities of materials designing in teaching foreign language in primary education. Learning to use the language skills requires knowledge of the content and practice. It is essential for students to gain a conceptual knowledge of the topic of discussion for presenting the ideas effectively. According to some theories, the information which are provided to learners help them to conceptualize a new idea and that in turn helps them to perform efficiently.
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International journal of linguistics, literature and culture
The current study aimed at developing English instructional materials for listening and speaking as additional learning sources. The research was conducted at Universitas Islam Negeri Mataram, Indonesia. The population was university students of semester three in academic year 2018/2019. There were 48 students as the respondents of 20 questionnaires. The current study followed Research and Development Procedures proposed by Borg & Gall (1979). It involves (1) a preliminary stage and collects information, (2) planning, (3) develop of product, (4) expert validation, (5) small-scale and large-scale field tried-out the students. The result of the research has shown that Indonesian students have confirmed the need for listening and speaking English materials. Since the existing materials used in learning had weaknesses, including the lack of opportunity for listening and speaking, the researchers have developed the TEFL materials to meet the standard. After being validated by the experts.
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Journal of English Language Studies
This study aims at exploring the lectures’ way to develop EFL materials; strategies for developing EFL materials; and challenges in developing ELT Material. This study was conducted in English Education Department of three different universities namely STKIP Paracendekia Sumbawa, Makassar State University, and Halu Oleo University. In collecting the data, the researchers used narrative case study design. The instrument of this study was the researchers themselves. The result showed that firstly the lecturers who developed English material only implemented some steps in developing teaching material such exploring students’ need, contextualizing material, and use the material in teaching and learning process. In this case, the material developer disregarded some other steps such as material trials in small group and evaluation of teaching material. Secondly, the strategies used by the lecturers in developing teaching material is by using analysis, Imitation, and modification, determining the aim of developing teaching material, knowing the number of students and time duration is available, and team teaching. Lastly, in developing teaching materials, the lecturer found some challenges such as difficulties of finding text and sources based on local wisdom, appropriated material, changeable lesson plan, and cost and time
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Journal of English Language Teaching and Applied Linguistics
Instructional materials play a significant role in language teaching and learning processes as they provide learners with the input needed for them to learn the language effectively. They also support enriching language instruction and stimulate learners’ interests and motivation. The aims of the present study were to explore Moroccan EFL high school teachers’ perceptions of instructional materials, the criteria they follow when developing materials, the types of learning materials they use besides the textbook, and the challenges they encounter in materials development. For this purpose, the study used a mixed methods design that combines both qualitative and quantitative analysis of the data. The sample of the study consisted of 160 public high school teachers who have different teaching experiences. The instruments that were used to collect data included a questionnaire, classroom observation, and document analysis. The results of the study revealed that teachers hold different p.
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Abstract This article evaluates four EFL textbooks which have been prescribed for use in the Iranian high schools by the Ministry of Education. The merits and demerits of the textbooks are discussed in detail with reference to 13 common criterial features extracted from different materials evaluation checklists. The paper then gives some suggestions as to how to alleviate some of the shortcomings encountered in the textbooks. Key Words: EFL curriculum, materials evaluation.
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The Iranian EFL Journal Quarterly
This article evaluates four EFL textbooks which have been prescribed for use in the Iranian high schools by the Ministry of Education. The merits and demerits of the textbooks are discussed in detail with reference to 13 common criterial features extracted from different materials evaluation checklists. The paper then gives some suggestions as to how to alleviate some of the shortcomings encountered in the textbooks.
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According to Permendikbud number 71 year 2013 article 1, the government provides guide books for learning process, so pilot project schools for the 2013 curriculum must use the textbooks developed by the government. The 2013 curriculum-based English textbook for grade X is entitled “Bahasa Inggris” (BI hereafter). Since the use textbook is so significant and no textbook is completely accurate, this present study aims to verify: (1) how the 2013-based curriculum textbook “Bahasa Inggris” (BI hereafter) for grade X of senior high school accomplishes pedagogical aspects; (2) the students‟ responses toward BI textbook for grade X. It is classified as a qualitative study. BI textbook for grade X is the object of the study while SMA 1 Ponorogo and SMA Muhammadiyah 1 Ponorogo are the setting of the study. Document analysis, personal interview, and focus group discussions are the data collection techniques and the instruments are a constructed criteria rubric to analyze the textbook and two.
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Language and Literacy
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