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2 Characteristics of Learners
To design an instructional plan, the teacher must know the whole students’ capabilities, needs, and interests. Students’ academic factors and social factors
should be recognized as well. These characteristics can provide useful information for making planning decisions. Besides, other factors such as learning conditions
and learning styles must be taken into account. Learning conditions refer to groups that may affect someone’s ability to concentrate, absorb, and retain
information. Meanwhile, learning styles refer to framework for describing and diagnosing each individual’s way of searching for meaning when confronted with
a particular education.
3 Learning Objectives
The teacher should tell their students what performance and achievement levels are to be expected of them. In other words, objectives indicate specifically
what students are required to learn. Objectives must be measurable so it can be determined well. As the result, the determination of the objective is to see whether
or not the objective has been accomplished.
4 Subject Contents
A student’s learning experiences must involve subject content. Subject content comprises the selection and organizing of the specific knowledge facts
and information, skills step-by-step procedures, conditions, and requirements, and attitudinal factors of any topic. The content, then must closely relate to
objectives and to the student’s needs. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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5 Pre-assessment
Pre-assessment is a kind of a test that indicates whether students are ready to accept the next materials or students are not ready for the new lessons. If the
students are not ready to accept new materials, then they have to make restart from the lowest level, even from the beginning.
Thus, pre-assessment gives information specifically to what extent each student has required studying the
topic and what the student have already mastered the subject to be studied. After analyzing the result of pre-assessment, the instructional planning may be affected
by eliminate, modifying, or adding objectives.
6 TeachingLearning Activities
The activities are designed by the teacher since the teacher has rights to determine what kind of activities suitable for the students. The teachinglearning
activities include teacher’s activities and students’ activities. The teacher’s activities enables teacher deals with teaching such as presenting the materials,
explaining some important terms, giving clear instructions, organizing the students’ activities, and so on 1977:56. While the students’ activities include
students’ responsibility on their learning such as doing the assignments individually or group work.
7 Support Services
There are many aspects in designing the instructional materials. Some of the aspects are called support services.
Some support services that must be included are fund, personnel, facilities, equipments, and time for the schedule of
planning the instructional material. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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8 Evaluation
The evaluation is applied to measure the learning outcomes relating to the objectives. At the end of teachinglearning activities, the teacher holds an
examination as the evaluation. Kemp says that evaluating students learning is necessary in order to know how far the learners have achieved the objectives.
b. Yalden’s Model
The second model of instructional design is Yalden’s model. There are seven stages of language program development according to Yalden 1987. They
are needs survey, description of purpose, selectiondevelopment of syllabus type, production of a proto-syllabus, production of a pedagogical syllabus, development
and implementation of classroom procedures, and evaluation. The stages of instructional design which is called Yalden’s Language Program Development are
presented in a figure below:
Needs Description
Selection Production
Production Development
Survey of purpose
development of a
of a and imple-
of syllabus proto-
pedagogical mentation of
Evaluation type
syllabus syllabus
classroom procedures
Figure 2.2: Yalden’s Language Program Development Yalden 1987: 88
1 Needs Survey
The needs survey is important to collect some information in learning English including characteristics, and motivation of learners. Related to needs
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survey, Yalden 1987:101 gives a brief explanation that when a need survey is being undertaken there is a potentially a great deal of information to be gathered.
The information includes communication requirements, personal needs and motivation, and relevant characteristics of learners. In addition, the reason of
information gathering is to understand as much as possible of learners in order to establish realistic and acceptable objectives.
2 Description of Purpose
When needs survey has already conducted, then a designer has to decide the purpose of the language program. By identifying the purpose, a designer could
form the appropriate language content from simplest to wider scope. This stage establishes foundation for the next stage.
3 SelectionDevelopment of Syllabus Type
The stage is to select a syllabus which will be applied in the language program. The syllabus selection should consider the learners’ needs and
characteristics since there are many types of syllabus which are designed based on various characteristics of learners. Yalden 1987:108 pointed out that there is no
fixed syllabus of a particular subject. The modification of the syllabus can be done particularly under learning process.
4 Production of Proto-syllabus
The stage is a production of a syllabus which includes specific topics, variety of language, and language use to be developed deals with the program. In
communicative syllabus type which was proposed by Yalden 1987:138, there would be a lot of components to be considered. Those elements are general
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notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and communicative events, as well as
grammar and lexis.
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 learner,” Yalden 1987:144. Thus, the teacher is expected to bring this repertoire for learners by choosing and carrying out communicative activities of a
wide variety. Generally, this stage covers a plan implemented in classroom level. The plan consists of teaching, learning and testing. The realization of this syllabus
is in the form of teaching materials.
6 Development of Classroom Procedures
This stage requires a designer to use teaching techniques in classroom. Yalden 1987:89 mentioned development of classroom procedures includes three
parts; they are selection of exercise types and teaching techniques, preparation of lesson plans and preparation of weekly schedules.
7 Evaluation
The purpose of the stage is to evaluate the overall design of the teaching, the program and the learners. The evaluation is needed to measure whether the
learners, teaching and programs have been achieving the objectives of learning activities.
