15 not stick on one kind of instructional design model. The next model of
instructional design is Yalden’s model.
3. Yalden’s Instructional Design Model
Yalden considers seven stages in designing materials. The stages will be described in the following figure.
Figure 2.2 Yalden’s Model Taken from Yalden, 1987: 88
There are seven stages in planning instructional materials according to Janice Yalden 1987. The seven stages will be elaborated in the following
explanation.
Stage 1. Needs Survey
The reason for all of information gathering according to Yalden is to understand as much about the learners as possible prior to the beginning of the
program, in order to establish realistic and acceptable objectives 1987: 101. The need survey can include the learner’s desires or wants. This means that need
survey is essential to be conducted in the beginning of designing material to understand who the learners are.
Need Survey
Description of Purpose
Selection of Development
Syllabus Type Production of
Proto Syllabus Production of
Pedagogical Syllabus
Development and
Implementation of Classroom
Procedure
Evaluation
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Stage 2. Description of Purpose
This stage is conducted after the designer gathered information about the learners. In other words, the result of the needs survey becomes the basis of
defining the purposes of the language program. As stated by Yalden, the more accurately one can predict what the learners’ language or communicative needs
will be, the more clearly the content of a syllabus can be delineated 1987: 105. The defined purposes will be the foundation for the major decision faced by the
designer in the next stage.
Stage 3. Selection of Development Syllabus Type
There is no single model of syllabus design that is universally agreed upon. The designer can combine more than one syllabus to gain the model of
syllabus that is more reliable. A modification of existing structural syllabuses to a completely learner–centered approach is one of the solutions.
Stage 4. Production of Proto Syllabus
At this stage, the syllabus designer will turn to the description of the content that the syllabus will have Yalden, 1987: 138. The researcher should
work to select the most effective and efficient syllabus to gain the description of the syllabus content.
Stage 5. Production of Pedagogical Syllabus
The pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important
to the learners Yalden, 1987: 144. After the designer develops teaching learning approaches, the designer implies the syllabus into the teaching learning activities.
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Stage 6. Development and Implementation of Classroom Procedure
In this stage, the designer develops the classroom procedure such as selection of type of exercise, teaching technique, preparation of the lesson plans,
and preparation of the weekly plans.
Stage 7. Evaluation
The last stage in Yalden’s model is evaluation. There are two major aspects of evaluation. The first is evaluation of the students in the program. The
second is the evaluation of teaching as well as the over – all design. The stage in Yalden’s model is labeled as the recycling stage because the
whole cycle can be started again at this point. The writer would not use all of those stages. It means that some steps will be applied in this study, but the others
are not applied. The writer will combine two of those models to obtain the desired result.
4. Theory of Writing