Weeks 3-4

A. What is Instructional Material?

Instructional materials refer to the human and non-human materials and facilities that can be
used to ease, encourage, improved and promote teaching and learning activities. They are
whatever materials used in the process of instruction. They are a broad range of resource which
can be used to facilitate effective instruction. They indicate a systematic way of designing,
carrying out and employing the total process of learning and communication and employing
human and non-human resources to bring out a more meaningful and effective instruction. They
are human and non-human material that a teacher uses to pass information to the learner in
his/her class

B. Instructional materials are defined as resources that organize and support instruction, such as
textbooks, tasks, and supplementary resources (adapted from Remillard & Heck, 2014

Instructional materials are the content or information conveyed within a course. These
include the lectures, readings, textbooks, multimedia components, and other resources in
a course. These materials can be used in both face-to-face and online classrooms;
however, some must be modified or redesigned to be effective for the online
environment. The best instructional materials are aligned with all other elements in the
course, including the learning objectives, assessments, and activities.

Instructional materials provide the core information that students will experience, learn,
and apply during a course. They hold the power to either engage or demotivate students.
This is especially true for online courses, which rely on a thoughtful and complete
collection of instructional materials that students will access, explore, absorb, and
reference as they proceed in a course.
▪Roles of Instructional Materials

The term instructional material is used interchangeably by teachers, educators, and institutions
with learning material in instructional process.

However, educational technology experts use the term instructional materials to indicate the use
of any selected topics, information, and resources that are purposively and scientifically designed
and prepared to facilitate the achievement of the instructional objectives.

The instructional materials are supposed to be interesting, contextual, attractive, and

motivated so that learners are willing to use them both during the face-to-face teaching-learning
process in the classroom and independent or autonomous learning out of the classroom.

It is believed that good instructional materials are designed and developed based on the
previously formulated instructional objectives due to the fact that the use of the instructional
materials is to facilitate the attainment of the instructional objectives.

The instructional materials used in the instructional process are variably based on the choice of
teachers or instructors.
The instructional materials can be varied from textbooks, institutionally prepared materials, or
teachers or instructors’ own materials.

However, whatever instructional materials are chosen by the teachers or instructors to facilitate
the instructional process, the instructional materials must be based on the level of proficiency
of the learners.

Richards (2001) argued that instructional materials are a key component in most
course/programs. Whether the teacher uses textbook, institutionally prepared materials, or his or
her own materials, instructional materials generally serve as the basis for much of the
subject input learners receive and the practice that occurs in the classroom.

Due to the central role of the instructional materials, the development of the instructional
materials must be well planned, designed, and prepared.

It has been argued previously that instructional materials are developed to facilitate the
attainment of the instructional objectives. This argument indicates that the instructional
development is done by teachers at the school level so that the developed instructional
materials fulfill the needs of learners, society, and learners in relation to society that has
been explicitly translated into the instructional objectives.

More importantly, the attentively developed instructional materials require teachers’

responsibility to properly implement them in the instructional process or in the teaching and
learning activities so that the instructional outcomes, what learners are able to do as the result of
the instruction, can be attained and implemented after the completion of the study in the society.

Some experts have highlighted the role of instructional materials in the instructional process
(Cunningsworth, 1975; Nunan, 1989; Richards, 2001; Crawford, 2002; More, 2005; Hammer,
2007; Brown, 1995; Manurung, Kawatu and Wahyudin, 2009; Manurung, 2015).
Cunningsworth (1975) summarized the role of materials (e.g. textbook) in teaching as
follows:

a. A resource for presentation materials;

b. A source of activities for learner practice and communicative interaction;
c. A reference source for learners on the subject;
d. A source of stimulation and ideas for classroom activities;
e. A syllabus (where they reflect learning objectives that have already been determined);
f. A support for less experienced teachers who have yet to gain in confidence.

It implies that the instructional materials are not only beneficial for learners but also for teachers.
Richards (2001) also argued that instructional materials are beneficial for both teachers and
learners. He highlighted that some teachers use instructional materials as their primary
teaching resource. The materials provide the basis for the content of lessons, the balance of
skills taught, and the kinds of activities students take part in. In other situations, materials
serve primarily to supplement the teacher's instruction.
 For learners, materials may provide the major source of contact they have with the
content of lessons apart from the teacher. It implies that the role of instructional materials is
not only limited to the learners‟ needs but also for the teachers' responsibility.

More importantly, the instructional materials must be effective. Therefore instructional materials
must be developed properly so that the materials can motivate effective and joyful learning.
Instructional materials must be realistic and contextual.

Crawford (2001) argued that effective teaching materials reflect the following statements:
a. They must be functional and contextualized;
b. They require learners to engage both affectively and cognitively;
c. They should be realistic and authentic to include audio-visual components; and
d. They foster learner autonomy and flexibility to cater to individual and contextual differences.

The instructional materials can also be seen from the technique in choosing the topics to be
presented in the classroom.

Manurung (2015) reported the role of the reading contextual internet-based instructional
materials based on the students‟ interest as follows:

a. The topic that the students are interested in motivates them to read and discuss with others;
b. The students should have got previous knowledge and experiences related to the topics and
consequently there have been at least stock of terms/concepts related to the topics;
c. When the topic is contextual the students get opportunities to hear or even to listen to the
topics in their daily encounter and hence help them broaden their understanding of the topics;
and
d. Since the topics are internet-based, it can be read and downloaded from different websites or
sources that can enrich their data and ideas of the topics.

Five factors thatunderpinned the role of the autonomous instructional materials to improve the
mastery or the attainment of the instructional materials.

The five factors are:

a. The use of simple language in the writing of the materials. It is important to consider the
language used in writing the instructional materials. The language used must be simple so that
learners understand the instructional materials properly;
b. The provision of the context based examples. The presence of contextual examples enables
learners to use them in their daily lives by remembering what has been illustrated in the
examples;
c. The provision of media in the forms of pictures, etc. The provision of the pictures, which is
generally called as media, in the teaching learning materials contextualize and facilitate the
learning process. The pictures help learners understand the situation and the context where the
language is used;
d. The clear statements of instructional objectives in the instructional materials. The
provision or the appearance of instructional objectives in each part of the instructional materials
remind and guide learners to find out what to achieve in the section or modules; and
e. The provision of answer keys. The provision of answer keys is regarded as feedback in
instructional design. The learners can measure the achievement of the instructional materials by
using the provided answer keys. It implies that they can repeat whatever materials are not yet
achieved after consulting their worksheet with the answer keys.

It is suggested that these factors be considered in the development of instructional materials due
to the fact that they contributed to the improvement of the learners‟ achievement. It is important
to note that this kind of instructional materials can be used as a supplement to the core
instructional materials or text book.

Manurung et al (2009) also argued that the insertion of local content can be done to supplement
the core instructional materials in the instructional process. The role of the local content provides
learners with real examples that can be directly experienced during and after the instructional
process

Instructional materials are better to be developed by the teachers so that authentic materials are
found. The use of authentic materials assists learners to activate their prior knowledge during the
teaching-learning process. More importantly, the use authentic materials bring the learners to
their real life, and therefore, the instructional materials that they have learned can be directly
implemented.

The types of Instructional Materials

Instructional materials are developed based on the formulated instructional objectives. The
instructional materials are translation of the instructional objectives which are taught during the
face-to-face (and online or virtual) teaching to attain what is expected a learner is able to do as
the results of instruction. In other words, the achievement of the outcome of the program is
facilitated by the well prepared and designed instructional materials. Therefore, it is highly
recommended, as it has been previously proposed, that the designed and developed instructional
materials must be based on the formulated instructional objective in the school syllabus.

Instructional materials can be seen and divided based on the sources used during the design and
development period. Most experts (Finocchiaro & Brumfit, 1983; Brady, 1987; Brumfit, 1987;
Nunan, 1989; Cunningsworth, 1995; Richards, 2001; Cameron, 2003; Harmer, 2007) agreed that
instructional materials can be either purposively designed formally based on curriculum chosen
by an institution or designed and developed based on selected and compiled materials at school
teachers' level.

The two types of instructional materials are referred to as created or authentic instructional
materials.

The created instructional materials are referred to the instructional materials designed
purposively by the institution to be used based on the chosen and implemented curriculum
while the latter is referred to the instructional materials developed at the school level
designed and developed by the school teachers based on the contextual real-life materials
compiled based on the formulated instructional objectives in the school syllabus or lesson
plan. When plans regarding the role of materials in a course/program are made, an initial
decision concerns the use of authentic materials versus created materials.

Authentic materials refer to the use in the teaching of texts, photographs, video selections, and
other teaching resources that were not specially prepared for pedagogical purposes.

Created materials refer to textbooks and other specially developed instructional resources.

Created materials are commonly used and chosen by the school to be used in the teaching
learning process. It is due to the fact that the created materials have been previously prepared by
the central/national government after developing curriculum to be implemented. Therefore, the
created materials have been available commercially after deciding the implementation of the
curriculum.

The created instructional materials are usually developed together with workbooks, cassettes,
videos, and teachers' guides that have been considered supportive in the success of teaching in
general.

The use of commercial textbooks in teaching has both advantages and disadvantages, depending
on how they are used and the contexts for their use. Among the principal advantages are:

a. They provide structure and syllabus for a program;

b. They help standardized instruction;
c. They maintain quality;
d. They provide a variety of learning resources;
e. They are efficient;
f. They can provide effective models and inputs;
g. They can train teacher; and
h. They are visually appealing (Richards, 2001).

Should an institution decided to use created materials in form of books (text or electronic),
Cunningsworth (1975) proposed four criteria to evaluate them prior to deciding to use it for
teaching learning process.

The four criteria are;

a. They should correspond to learners’ need. They should match the aims and objectives of
learning course/program;
b. They should reflect the uses that learners will make of the subject content. Textbook
should be chosen that will help equip students to use the knowledge they learned effectively for
their own purposes;
c. They should take account of students’ needs as learners and should facilitate their
learning process, without dogmatically imposing a rigid “method”; and
d. They should have a clear role as a support for learning. Like teachers, they mediate
between the targeted goals and the learners.

Therefore it is necessary to note down that the use of textbook must be continuously evaluated so
that the materials covered in the textbook are up-to-date and can follow the advancement and
development of the society.

In sum, it can be stated that each instructional material has its own strengths and weaknesses, so,
therefore, it is suggested that teachers use both types of instructional materials to complement
each other. It is highlighted that in many course/programs, teachers thus use a mixture of created
and authentic materials because both have their advantages as well as limitations. Furthermore,
the distinction between authentic and created materials is becoming increasingly blurred, because
many published materials incorporate authentic texts and other real-world sources (Richards,
2001).

Preparing and Designing Instructional Materials.

Instructional materials play important role in teaching learning process in any education system.
It contributes to the success of learners to achieve the formulated goals in the curriculum. Due to
the central role of the instructional materials, it is necessary to take account of the preparation
and design procedures.

The preparation and designing procedures have been introduced by some experts in educational
technology. The preparation and design are usually called as Instructional Design (ID). The ID is
a term that have been used in educational system to describe what have been done by expert in
preparing, designing, developing and implementing each instructional step from the preteaching
activity, prior to the real teaching in the classroom, during the real teaching in the classroom, and
after the classroom teaching which is known as assessment and evaluation.

In order to prepare effective instructional materials to underpin effective and efficient learning, it
is necessary to follow steps that have been introduced in instructional design.

Schulman (1987) proposed four phases of process of material development as follows:

Phase 1: Preparation - critical interpretation and analysis of texts, structuring and segmentation,
development of a curricular repertoire, and clarification of purposes;
Phase 2: Representation - use of a representational repertoire that includes analogies, metaphors,
examples, demonstrations, explanations, and so forth;
Phase 3: Selection - choice from among an instructional repertoire that includes modes of
teaching, organizing, managing, and arranging;
Phase 4: Adapting and tailoring to student characteristics - consideration of conceptions,
preconceptions, misconceptions, and difficulties; language, culture, and motivations; and social
class, gender, age, ability, aptitude, interests, self-concepts, and attention.
Rowntree (1997) proposed good materials in relation to teachers’ professional job and
responsibility. Teachers must make sure that the instructional materials that they have chosen
and developed should:

a. Arouse the learners' interest;

b. Remind them of earlier learning;
c. Tell them what they will be learning next;
d. Explain new learning content to them;
e. Relate these ideas to learners' previous learning;
f. Get learners to think about new content;
g. Help them get feedback on their learning;
h. Encourage them to practice;
i. Make sure they know what they are supposed to be doing;
j. Enable them to check their progress; and
k. Help them to do better

Tomlinson (1998) also proposed the criteria of instructional materials. The instructional
materials were regarded as the facilities for learners to achieve what has been stated as the
objective of the instruction. More importantly, it is noted that instructional materials would be
used by learners with different learning styles. Consequently, the instructional designers or the
teachers have to thoroughly select and grade the materials particularly in the preparation phase.

Tomlinson (1998) proposed the following criteria (e.g. for good language teaching materials):

a. Materials should achieve impact:

b. Materials should help learners feel at ease;
c. Materials should help learners to develop confidence;
d. What is being taught in the materials should be perceived by learners as relevant and
useful;
e. Materials should require and facilitate learner self-investment;
f. Learners must be ready to acquire the points being taught;
g. Materials should expose the learners to their learning in authentic use;
h. Materials should take into account that the positive effects of instruction are usually
delayed;
i. Materials should take into account that learners have different learning styles;
j. Materials should take into account that learners differ in affective attitudes;
k. Materials should permit a silent period at the beginning of instruction;
l. Materials should maximize learning potential by encouraging intellectual, aesthetic, and
emotional involvement that stimulates both right and left brain activities;
m. Materials should not rely too much on controlled practice;
n. Materials should provide opportunities for outcome feedback

Purpose of instructional Aid (Orstein, 1992)

Regardless of the type of instructional aid to be used, a teacher must consider it in light of the
purpose of the learning activity. The instructional aid must be suited to the objectives purpose-
whether it be subject matter mastery, skills improvement or valuing. Although materials and
media can stimulate and maintain students’ interest, they are not meant merely to entertain the
students.

The more senses that are involved in the learning process the easier it is for the student to learn.
Difference in learning styles must also be taken into account.

Instructional aids can affect students in many ways by:

1. Motivating students
2. Contributing of understanding
3. Providing varied learning experiences
4. Reinforcing learning
5. Allowing for different interests
6. Encouraging participation
7. Providing experiences that might not otherwise be had
8. Changing attitudes and feelings

What students learn also depends on the ability of the teacher to capture their attention and spark
their interest through the use of appropriate instructional materials and media.

Some general considerations that can help in estimating their value and appropriateness:

1. Interest is the extent to which the learner’s curiosity is aroused and sustained by the use
of instructional materials
2. Relevance is the degree to which the experience provided by the aids is related to the
learner’s personal needs or goals.
3. Expectancy is the degree to which the learner expects to succeed at learning and sees
success as being under his or her control when using the aids
4. Satisfaction is the level of outcome and the learner’s satisfaction in performing the task

Guidelines for using instructional aids

1. Purpose. Ask yourself what are you trying to accomplish and why this instructional aid is
important
2. Define Objective. Clearly defined objectives are essential for planning the lesson and
selecting and using instructional aids
3. Flexibility. The same instructional aid can satisfy many different purposes
4. Diversity. Use a variety of materials, media, and resources to develop and maintain
student interest
5. Development Instructional aids must be related to the age, maturity, ability and interest of
students
 6. Content. You must know the content of the instructional aids to determine how to use
them and how to make the best use of them
7. Guide learners. Focus students’ attention on specific things to attend while viewing ,
listening or reading the materials
8. Evaluate results. Check students’ reactions and consider your own reactions to the
instructional aids

▪Basic Principles in Materials Development

a. Uses and Importance of Instructional Materials

b. Benefits of Instructional Materials
c. Categories of Instructional Materials
d. Factors Affecting Materials Preparation
e. Frameworks of Materials and Methods
References:

https://designteachengage.wisc.edu/instructional-materials/

https://www.igi-global.com/dictionary/relevance-of-the-use-of-instructional-materials-in-
teaching-and-pedagogical-delivery/48956

https://febryjournals.wordpress.com/2009/05/14/the-role-and-design-of-instruction-materials/

Erik,Jacobson, E., Degener, S., and Purcell-Gates, V. 2003. Creating Authentic

Materials and Activities for the Adult Literacy Classroom: A Handbook For Practitioners. National
Center for the Study of Adult Learning and Literacy (NCSALL).

Evaluating and Adapting Textbooks. Available at http://zy.swust.net.cn/06/1/zxyyjcjf/unit

%2014%20evaluating%20and%20adapting%20textbooks.htm

Helgesen, Marc. Adapting and Supplementing Textbooks to Include Language Planning. Available
at http://www.mgu.ac.jp/~ic/helgesen/adapting_-_LP_ETA_.PDF

Kilickaya, Ferit. 2004. Authentic Materials and Cultural Content in EFL Classrooms. The Internet
TESL Journal, Vol. X, No. 7, July 2004. Available at http://iteslj.org/Techniques/Kilickaya-
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