A.

English Instructional Material English Instructional material refers to all the teaching material for leraning English or what is taught to the students. It includes English texts to develop listening, speaking, reading and writing skills involving prerequisite or language form material: vocabulary, grammar, pronunciation. Also, the teaching material involve the tasks and exercise in the teaching process as well. The teaching material can be organized to lesson plans. Thus, the development of instructional material is closely related to the development of lesson plans. There is the possibility that the design of the teaching material is implemented in a English course book.

B. Curriculum design as a source of material development.

When designing instructional material, it is curriculum which must be dealt with first. Therefore, understanding about curriculum is a must. Brown (2000) states that English curriculum is a design for carrying out a particular language program in an educational institution. The program will be characterized by several features namely specification of linguistic factors, subject matters objectives such as topics/themes, sequencing and materials to meet the needs of the learners. It needs to present the linguistic factors such as the scope of the vocabulary, structure, language functions. It is designed in such a way that the contents really meet the needs of the learners. A curriculum needs to have some factors to accommodate all the criteria of material development for the learners to learn. Curriculum model proposed by Nation and Macalister (2010) consists of three outside circles and a subdivided inner circle. The outside circle posses principles, environment and needs which contains practical and theoretical considerations that will have a major effect in guiding the actual process of course production ( Nation and Macalister, 2010). In the centre of the inner circle, it has the goal. After the goal, the inner circle has (a) content and sequencing of the material (b) format and presentation (c) monitoring and assessing. The following is the elaboration of each component mentioned in the curriculum design model.

C.

Components of Material Development To design instructional material, some components of education and language content needs to be dealt with by the designer. They are as follows
(1) The goals of the material development in the curriculum

The goals of the material development is usually proposed in the curriculum design process. In the model proposed by Nation and Macalister ( 2010) they are in the inner circle. Nunan in Tomlinson (2003) who mentions that materials should be clearly linked to the curriculum they serve and in Wala (2003) who states that material development is located within the curriculum development framework. It is beneficial for the material designer to have better understanding about what is meant by curriculum which will be dealt with in the next section. The goals are based on the learners need of English. Further more the goals will be elaborated in the next session.
(2) Skills of English to be achieved.

Skills/competence of English to be achieved are also part of inner circle of the model and elaborated from the goals. The skills are then generated into micro-skills of English. This is another part of inner circle.
(3) The subject matters or topics.

Those subject matters or topics reflect the substance of what are talked or written about in the communication process. This is very important to be stated as part of the goals of the curriculum since this will determine the next part of the inner circle namely types of texts and selection of language forms. (4) Types of texts. The selection of types of text are determined by the subject matters or topics of the communication. (5) Language forms comprising of vocabulary, structure, pronunciation and language functions. There are 6 groups of language functions : 1. Imparting and seeking factual information 2. Expressing and finding out attitudes 3. Getting things done 4. Socializing 5. Structuring discourse

6. Communication repair

It is well supported by Ellis (2010) that grammar teaching is also designed in language teaching material. Vocabulary teaching is in support to language use in listening, speaking, reading and writing and accordingly pre-teaching vocabulary on reading is indispensable ( Nation, 2003) Those five parts mentioned are under the syllabus of the curriculum, categorized as content. This content needs to involve the sequencing or the development of the content from one unit to the other units of course program. Thus this part is grouped as content and sequencing in the model proposed by Nation and Macalister ( 2010).

In Nation and Macalister model (2010) the next part is categorized as format and presentation. This part includes the format or the units presenting activities in learning and teaching. Those learning and teaching activities are possibly grouped in teaching methodology and learning tasks, language learning strategies and technology in language learning. (7) Format and Presentation for learning tasks Format and presentation refers to how language is presented to the learners in order that there is teaching and learning process to develop the learning competence in English. Commonly, these are called as teaching methodology which then generates learning tasks. Rozul in Tomlinson (2003) and Ellis state language tasks are components of framework for material development which is well supported by Ellis ( 2010). This section will discuss how the material in the first group is presented to the students by applying various techniques which then generate learning tasks. The tasks proposed will apply what is called as four strands ( Nation and Macalister, 2010). The four strands consists of meaning-focus input, meaning-focused output, language-focused learning and fluencydevelopment. These four stands obviously accommodate the existing learning tasks. (8) Technology in language learning. Technology currently plays an important role in language learning and as well in the development of instructional material development. It acts as a tool to support the creation of the material and as well, it is beneficial to deliver the content of the teaching (Reinders and White, 2010) Language learning and teaching can make benefits of various forms of technology from the use of computer and computer with internet.

(9) Language learning strategies. Nunan (in Tomlinson, 2003) proposes that materials should encourage learners to develop learning skills and skills in learning which are implemented in language learning strategies. Skills in learning are implemented in language learning strategies which emerge from the existence of good language learning. This is a reflection of autonomous language learning which have got a lot of attention world-wide. The discussion of the language learning strategies will mostly refer to the work of Oxford (1997).