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Figure 2.1 Kemp’s Instructional Design Model Kemp, 1977: 9
b. Yalden’s Language Program Development
Yalden offers a communicative syllabus in designing a set of instructional materials. The kind of syllabus that incorporates a consideration of all ten
components is increasingly referred to as communicative Yalden, 1987: 87. The principle on which a syllabus is structured is different from those for selecting the
linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more.
Yalden 1987 presents the stages to design a communicative syllabus. The model consists of seven stages, namely:
16 1
Needs Survey This stage is necessary to gather information about the learners such as
personal needs, motivation, and learners’ characteristic. Needs surveys is conducted to identify as much as possible of the learners’ need in the designing of the program
in order to establish acceptable objectives Yalden, 1987: 101. 2
Description of Purpose The result of the need survey will guide the syllabus designer to clarify the
purpose of the language program. The description of purpose is prepared in term of: 1 the characteristic of the students, and 2 the skills of the students on entry to and
on exit from the program. 3
Selection and Development of Syllabus Type It is in terms of proto syllabus and physical constraint on the program
Yalden, 1987: 96. The syllabus does not only concern with anything to be taught and the way to do it. It also concerns with the teaching materials such as textbook
and exercise as the realization of syllabus itself. There is no single model of syllabus design, which is universally agreed
upon. The course designer can combine various types of syllabuses and put various focuses on oral or written language as required.
4 The Proto Syllabus Production
In this stage, the content of the syllabus will be decided. It means the description of language use to be covered in the program Yalden, 1987: 138. The
designer specified the description of the content of the syllabus. Selection and combination of contents are designed in line with the type syllabus.
17 5
The Production of Pedagogical Syllabus The 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
The Development and Implementation of Classroom Procedures In this stage, the designer is supposed to develop the classroom procedure
such as selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of the weekly schedules. Yalden also states about the teacher
training in this stage, such as briefings or workshops on principile, desired outcome, and explanation or creation of teaching materials.
7 Evaluation
The evaluation has two broad aspects; those are the students in the program and the teaching as well as the over-all design. Then this is labeled as the recycling
stage because the whole cycle can be begun again at this point. Those stages represent operations for the sake of clarity in Yalden’s model.
Figure 2.2 Yalden’s Instructional Design Model Yalden, 1987: 88
Needs Survey
Descrip tion
of Purpos
e Selection
Develop‐ ment
of Syllabus
Product ‐
ion of a
Proto ‐
Syllabus Product
‐ ion
of Pedagogi
‐ cal
Syllabus Dev.
Imple ‐
mentation of
Classroom Procedur
‐ es
Evalua ‐
tion
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3. Experiential Learning
Kategori