14 activities, such as role play or having conversation can be done in pairs or small
group.
2. Instructional Design Models
In this section, the writer discusses some basic considerations in making the Instructional material design. When it is viewed from the meaning, Instructional
Material Design can be said as a pattern, model, or lesson plan. Those patterns, models or plans are arranged according to an approach called system approach. From
this explanation, it can be said that Instructional Material Design is a systematical plan about a lesson presentation.
The procedure which is done in order to make a lesson plan different depends on the pattern used by the designer, and by the way to develop each supporting
component. These differences will produce a different lesson plan. That is why there are some various Instructional Material Designs. In this study the writer employs two
models proposed by Kemp and Yalden in order to make the lesson plan more organized. Furthermore, the writer combines those fundamental models in designing
the syllabus.
a. Yalden’s Model
The purpose of Yalden’s model is to describe the syllabus that considers the communicative needs of the learners. A communicative syllabus itself, is a syllabus
which is designed for describing a classroom experience in which more closely PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 appropriates an environtment of real of language and art Yalden, 1987. According
to Yalden, there are eight steps in designing instructional materials, which are elaborated in the following.
1
The first step is conducting a need survey. This step is conducted to find the
learners’ needs and to write the objectives that is appropriate for the learners. 2
The second step is stating description of the purpose. Having conducted a need
survey, the designer will have a description for describing the purposes of the program.
3
The third step is selecting a syllabus type to be carried out in the program. The
choice of the syllabus type is done when the general category of a language program has been decided.
4 The fourth step is the production of a proto-syllabus. At this step, the designer
specified the description of the syllabus content. Selection and combination of contents are designed in line with the type of the syllabus.
5 The fifth step is the production of a pedagogical syllabus. The specification of
every single word and phrase will be conducted in this help. Therefore, the production of proto-syllabus will be developed completely.
6 The sixth step is development and implementation of classroom procedures.
The communicative syllabus will give a significance changes in the teacher’s role. The teacher’s role here is as a facilitator, not a leader. Therefore, the
classroom activities are conducted based on the learners’ activity rather than teacher’s activity.
7 The last step is evaluation. Evaluation can be done in every step that help the
designer to revise the type and the content of the syllabus. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16 Yalden’s model is described in the chart below.
Figure 2.1 Yalden’s Model
b. Kemp’s Model
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