Descripti- on of
Purpose Production
of a proto- syllabus
b. Yaldens Model
The instructional design model proposed by Yalden, which is called Language Program Developmet has step as the Figure 2.2 drawn below:
Figure 2.2 Yalden’s Language Program Development Yalden, 1987: 88
In the Yalden’s instructional design model, there are eight steps that must be considered before a designer designs an instructional material of any subject.
The eight steps will be discussed one by one by the writer as follows. 1. Need Survey
A survey is conducted to know the learners’ needs and to analyze it, so the instructional design will exactly fulfill the right needs of the learners. It
must include the identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learner.
2. Description of Purpose In this stage the designer should clarify the purpose of the course based on the
information gathered during the first stage of program development. All the information in the first stage is incorporated in this stage. In some cases, the
description of purpose is entirely dictated by the need assessment. Therefore, in certain situation the syllabus designer might be constrained to add other
elements such as study of the culture associated with the target language
Selection development
of syllabus type
Need Survey
Producti- on of a
pedagog- ical
syllabus Developm-
ent and implementa-
tion of classroom
Evalu- ation
which might not come out of the needs survey quite directly Yalden, 1987: 93.
3. SelectionDevelopment of Syllabus Type In this part, the language program designer will choose the most appropriate
syllabus for the instructional design. The choice of the syllabus type should be based on the learners’ needs and characteristics, so it will work maximally
to support the teaching learning activities in the classroom. 4. Production of a Proto-Syllabus
The syllabus designer, at this stage, specifies the content derived from a description of the purposes the learners have to acquire the target language.
This is a production of syllabus, which describe the language itself, and language use to be covered in a certain program, which is developed.
5. Production of a Pedagogical Syllabus Pedagogical syllabus represents a plan to implement the content of the
language teachinglearning at the classroom level. The language program designer, in this step, should realize the syllabus in the form of teaching-
learning materials and testing approach. 6. Development and Implementation of classroom Procedures
In this step, the designer organizes the learning activities within the lesson plan. Then, develop the teaching materials. Yalden 1987: 151 suggests that,
at this stage, the teacher should deal with the teaching techniques and realize the syllabus in the form of teaching materials.
7. Evaluation This step is intended to evaluate all components in the language program, i.e.
the students, the instructional program and the teaching. 8. Recycling stage
This step is intended to fit between goals set and the final performance of the learners. The content is reassessed; the materials and the teaching approaches
are revised. There are two strengths of Yalden’s model can be stated here. The first is
that Yalden’s model contains a needs analysis to know the needs of the students in learning English. Based on the need analysis, the designer will establish the
foundation of the language program. Second, the evaluation contains recycling stage in which the congruence or ‘fit’ between goals set and student performance
is determined, the content is reassessed, and the materials and the methodological procedures are revised Yalden, 1987: 96.
In this study, the writer combined the two design models stated by both Kemp and Yalden. The two models support each other to construct a framework
of the instructional design. The writer took several steps in each models based on the need of the study. Therefore, the weaknesses of one model are fixed by
another model.
2. Teaching Listening
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