PRINCIPLES OF DESIGNING MATERIALS

1. Learner-centeredness

• Learner-centeredness emphasizes on student learning and their learning process, as well as the amount to which learning is attained (Abdelmalak & Trespalacios, 2013). 

• Learners-centeredness focuses more on building independent students and switching the teacher's role from solely giving information to only facilitating the students. 

• Example: in this digital material, the students need to listen to the audio provided from the video. 

• Instead of the teacher teaching in front of the class using mahjong paper and providing all the information, this digital material helps to enhance the students to be more independent by searching and identifying the information by themselves.

2. Selection and Adaptation

• Adaptation - The video that has been used is adapted from a YouTube video. The original video was only a video about animals around the world without any audio.

• Modification - We modified the video by adding audio that is related and relevant to the topic selected which is wildlife. The audio created was suitable for year 5 students as it caters to the learner's needs in learning adjectives words as mentioned in the DSKP.

• Addition - We added audio to make the video more understandable and suitable for the targeted skill which is listening skill.

PRINCIPLES OF DESIGNING MATERIALS

1. Learner-centeredness

• This digital material can help in adapting the learner-centeredness principle where the students need to create their own short chain story. Instead of the teacher giving information to them, the teacher only plays the role of facilitator by guiding them in giving instruction.

• Example: The students need to create their short chains story based on the 3 key points which are the adjective words, wildlife habitats and types of animals they have identified in the audio.

2. Learner-learner interaction

• Learner-learner interaction occurs when they communicate with each other by exchanging knowledge with their peers and receiving feedback ( Sharp & Huett, 2006). 

• For example: In order for the students to have a coherent and related short-chain story, they need to communicate with each other by giving ideas and feedback. By discussing, they can brainstorm more ideas and able to create a coherent short-chain story because they understand the concepts.

3. Select and adaptation

• Addition - Instead of letting the students discuss only verbally, we added a storyboard for the students to write and check their grammar errors. It will also help them to see clearly the connection between their story.