7. INTRODUCTION

Life Priced, Do not fight, Peace no war, PBUY

1.0  Introduction This section covers background of the study, statement of the problem, purpose and objectives, and scope of the study.

1.1      Background Instructional English language materials play a significant role in language teaching and learning. The materials help learners develop their reading skills and strategies, present and recycle grammar items, extend vocabulary, provide models for writing, give information to learners and stimulate oral work in language classroom (Cunningsworth, 1995). Language instructors usually use ready-made instructional materials prescribed by their own learning institution or suggested by their colleagues and publishers. Apart from that, language instructors can also adapt materials from non-instructional and/or authentic sources for their learners. It is important that language instructors participate in the development of instructional materials for their learners. In fact, it is more effective if they can do so (Dat, 2006). This is because they are more sensitive and responsive to the learners’ needs (Maley, 1995; Jolly & Bolitho, 1998).  Furthermore, they are also familiar with the language ability of the learners (Pascasio, 1995) and they know what interest them (Crandall, 1995). Equipped with classroom experience and a strong sense of self-improvement, they are the best persons to know the needs of the learners (Dat, 2006). Ideally, language instructors should develop instructional materials on a daily basis (Cochingco-Ballesteros, 1995) in order to ensure varieties in the materials used with the learners.

1.2      Statement of Problems For the past few years, language instructors at the institution were found to use more ready-made instructional materials than coming up with customized instructional materials. As tertiary educators, it is important for language instructors to write customized materials and publish them for the use of students at the institution.

1.3      Purpose and Objectives of the Study The study intended to ……..(Purpose). Specifically, the study intended to identify …….. (objectives). Besides that, ……….

1.4      Scope of the Study The study focused on opinions of language instructors in this institution only. Instructors from other institution in the same region were not included in the samples of the study.