The relationship of each element is illustrated in the diagram as follows:
Figure 2.1. Kemp’s Instructional Design Model
The circular shape of the model gives a sense that the design and the development process is a continuous cycle that requires constant planning, design,
development and assessment to insure effective instruction. Revision line encircles all elements of the model shows that changes in the content or treatment
of elements are allowed at any time. The idea is to improve any weak parts of the program to better insure learners to accomplish the instructional objectives at a
satisfactory level. Yet, Soekamto 1993 proposes weakness of this model which is there is no explanation about what should be done in the steps which related
with the decision of learning-teaching activities and instructional resources.
b. Yalden’s Instructional Design Models
Janice Yalden 1987 proposes a design for communicative syllabus, a syllabus which takes into consideration everything required to assure
Need Survey
Producti on of a
proto- syllabus
Descripti on of
Purpose Selection
develop ment of
syllabus type
Development and
implementatio n of classroom
procedures Producti
on of a pedagogi
cal syllabus
Evalua tion
communication. The syllabus is designed to describe classroom experiences which more closely approximate an environment of real languages use. The
stages in the language program development are illustrated as follow:
Figure 2.2. Yalden’s Instructional Design Model
Those stages are elaborately explained as follow: a. Stage I: Need survey
Yalden sees the need survey as a survey of the communicative needs for the learners and also a survey of the physical resources. Needs survey is
conducted to study the learners’ needs and state objectives that are suitable for the learners. By understanding as much information as possible about the learners, the
objectives being established are realistic and acceptable. Generally, the investigation is conducted to find out about the classroom needs classroom
language and the learner’s own desire and wants. b. Stage II: Description of Purpose
This stage aims to clarify the purpose of the language program. This will establish the foundation before the designer decides the selection of syllabus type
in Stage III. Student’s characteristics and student’s skills before and after the program are being a great deal of attention in determining the purpose of a
program. Each situation may contain different objectives as well as different
teachinglearning activities. It is necessary to select certain aspects of the target language which will be given special prominence in the preparation of the
syllabus. c. Stage III: Choice of a syllabus type
The choice of a syllabus type is done when the general category of a language program has been decided. According to Yalden, a syllabus is an
instrument by which the teacher can achieve a degree of fit among the needs, the aims of the learners, and the classroom activities. She employs a proposed range
of syllabus from a structural syllabus to completely learner-centered one in which there would be no prospective or input syllabus at all, but only one which would
grow out of situation as the course progressed. d. Stage IV: Production of proto-syllabus
At this stage, the designer will turn to the description of the content that the syllabus will have, that is, the preparation of syllabus specification. This
includes the description of language and language use to be covered in the program. The data gathered in the previous stages has considerable contribution to
the determination of the syllabus content. e.
Stage V: Production of pedagogical syllabus Yalden describes this stage as a stage for the development of teaching,
learning, and testing approaches. It includes two major points. The first point is the development of teaching materials where the repertoire of words and phrases
chosen are brought to life by choosing and carrying out communicative activities.
The second one is the development of testing sequence and decisions on testing instruments.
f. Stage VI: Development and implementation of classroom procedures
This stage mainly concerns on the development of classroom procedures such as selection of exercise type and teaching techniques, preparation of lesson
plans, and preparation on weekly schedule. In order to have good competence in developing materials and teaching techniques, language teachers are also needed
to equip themselves with briefing or workshop on principles, desired outcome, and exploitation or creation of teaching materials.
g. Stage VII: Evaluation
The final stage in developing a language program is evaluation. The evaluation is done not only to the students but also to the teaching as well as the
overall design of the course. The evaluation enables the designer to revise the type and content of the syllabus.
h. Stage VIII: Recycling Stage The line and arrows underneath the five latest stages show that there is a
recycling stage in which the fit between the goal set and the final performance of the learner is determined. If here are discrepancies, revision and adjustment can be
made anywhere in the system based on the feedback provided to the syllabus designer.
C. Theoretical Framework
This study concerns with designing a set of supplementary integrated English instructional speaking materials for speaking IV subject in English
