It is commonly accepted that educators who prepare to teach materials to meet student needs should cover all skills in English, such as speaking, listening, reading, and writing with additional grammar and vocabulary according to the level of students. Because technology has developed rapidly, educators can design technologically friendly teaching materials or textbooks for mobile phones. One recommendation is using quick response (QR) codes where students can scan and learn to listen to the audio while reading the text provided in the textbook. This activity, listening and reading simultaneously or consecutively, is called the meaning-focused input learning approach. This study used 2D out of 4D (four-D) development model by Thiagarajan (1974), namely, define and design to inform (1) the steps for embedding QR codes in the textbook and (2) to run QR code scanning systems in English textbooks. In the definition stage, the authors performed the following diagnoses: learning activities analysis, learner analysis, task analysis, and concept analysis. Meanwhile, for the design stage, the authors presented QR codes as teaching materials in textbooks compiled through the steps of free, quick, and easy applications, namely 1) converting texts to audio files using the apps Text to Speech (TTS) Free; 2) merging the audio files using Clideo; 3) uploading the audio files into Google Drive; 4) creating QR code through QR code Generator to embed into textbooks. The results of this study contribute to materials development in many ways and assist stakeholders in education, such as EFL teachers, curriculum designers, and policymakers.