The Techniques and Materials in CLT

39 the instructional materials in which the writer uses the combination of two design models Kemp and Yalden. The steps in the model are described as follows: 1. Conducting needs survey This step is adapted from Yalden’s model and needs analysis proposed by Hutchinson and Waters. It is very important in ESP course design. The purpose of the needs analysis is to identify and specify what the learners need in learning English. It will determine the goal of the course as the next step. In analyzing the learners’ needs, the writer conducts a survey by giving questionnaires to the mathematics teachers of SMP 3 Sleman and SMP N 1 Bantul. 2. Stating goals, topics, and general purposes This step is adapted from Kemp’s model. After knowing the learners’ needs, the writer, then, states the goals, topics, and general purposes. Goals always become the basis in a course. After stating the goals, the topics should be listed as the scope of the course. It will also become the extent of the program. Subsequently, when listing the general purposes on one topic, there could be several purposes. Therefore, the writer needs to write objectives. 3. Specifying the learning objectives This step is adapted from Kemp’s model. After stating the goals, topics, and general purposes, learning objectives are stated. Learning objectives include all objectives which should be stated in terms of activities. It is important to specify learning objectives, we know specifically what it is that we want to teach and can later determine whether we have accompished it Kemp, 1977: 24. At the end of each meeting, learners are expected to be able to perform these acts. 40 4. Listing the subject contents According to Kemp 1977: 44, subject content covers the selection and organizing of the specific knowledge facts and information that the students need to achieve. It is also aimed at listing the subject contents in order to clarify the learning objectives. The content should be closely related to the objectives and students’ need. 5. Developing the syllabus This step is adapted from Yalden’s model. The role of a syllabus in designing a set of instructional materials is important. A syllabus can provide a basis for the division of assessment, textbook, and learning times. Furthermore, it can make the language learning tasks appear manageable Hutchinson and Waters, 1987: 80. In designing the materials, the writer would adapt the format of syllabus design proposed by Depdiknas Model Pengembangan dan Pelatihan Silabus, 2003: 14 which consists of seven elements. They are competency standard, basic competence, indicators, main materials, learning experience, time allocation, and sources. 6. Selecting teaching and learning activities In this step, the writer must choose activities which well best support the learning objectives for producing a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta. The materials are designed based on the principles of English for Specific Purpose ESP and