Joni - Susanto

DOI Number
DOI: 10.22190/JTESAP1603527S
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Teaching material is one of the important components in the process of teaching and learning. Its appropriateness is an absolute demand to achieve the success in obtaining the maximum input of knowledge. In terms of learning language, the teaching material used must be contextualized with the learners’ needs in order to trigger students’ productivity in using language. The instructional design models used in this study were adopted from of Dick and Carey’s (2005) as well as Borg and Gall’s (1983) models involving 10 steps of material development, which were simplified into 8 steps: (1) needs analysis and proof of concept, (2) product planning and design, (3) prototype development, (4) expert Validation, (5) preliminary field test/tryout 1, (6) Product revision, (7) main field test/tryout 2, and (8) Revision of final product and product development.

The result of English Teaching Material for midwifery has been specifically set as follows: Snapshot, Conversation in Context, Grammar Focus, Word Power, and Video Viewing. The topics in every unit are chronologically set based on the procedure of midwife work and the activity in every sub-unit is oriented for speaking preceded by various activities which apply CLIL approach and are supported by some learning theories such as behaviorism, constructivism, modeling, questioning, and exercising. Hence, the final teaching material is regarded as good enough, for this teaching material has filled the existing gap of English speaking learning needs to assist the midwifery students who are prepared to work at international maternity clinics and hospitals in local or foreign countries.


Key Words: Teaching Material Development, Oral Communication, Dick and Carry Instructional Design, Content and Language Integrated Learning (CLIL)


Teaching Material Development, Oral Communication, Dick and Carry Instructional Design, Content and Language Integrated Learning (CLIL)

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