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According to Krahnke 1987: 56, the way of bringing the real world into the classroom is by providing the task. The task should cover cognitive, cultural, and life
skill along with the language. This theory meets the principle of CTL, which facilitate the students to have learning experiences in creative situation like real
world. So, in this design, the writer tries to develop the materials by using task-based syllabus.
Dealing with these supporting theories, the writer intends to develop the materials which serve language learning along with the task learning like in real
world. The elements of task-based syllabus are developed from Competence-Based Curriculum. This syllabus will influence the selection and development many various
kind of speaking tasks for this study.
8. Design Models
After studying some theories which become the background theories for the study, the writer is to provide the design model. The design model will role as a
framework to develop and conduct the language course. It helps the teacher and instructional designer to achieve the goals in the course through some components to
apply. In this language course, the writer integrates the Yalden’s model and Newby’s model to develop the design model to teach speaking for senior high school students.
a. Yalden’s Model
To develop the instructional design, Yalden suggests eight stages for syllabus designer and teacher 1987: 88. Those stages are briefly summarized as follows:
1. Administering a need survey, includes:
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a Communication requirements, personal needs, motivations and characteristics
of the learner as well as physical resources. b
The learner’s own desire or wants in learning Language Program. 2.
Describing the purpose of the course as the foundation for the major decision in next stage, selecting of the syllabus type.
3. Selecting and developing the syllabus type that would be well-matched to
learner’s characteristics and needs. 4.
Producing proto-syllabus or describing language and language use to be elaborated in Language Program.
5. Producing a pedagogical syllabus or developing teaching, learning and testing
approach, includes: teaching materials, testing sequences and instruments. 6.
Developing and implementing classroom procedures. Those are : a
Developing classroom procedures such as: selecting exercise types and teaching techniques, preparing lesson plan, and weekly schedules.
b Providing trainings for teacher.
7. Evaluating the students output, teaching as well as the whole aspects of the
Language Program. 8.
Recycling stage in order to revise the accomplishment of goals and student’s performance, the content including methodological procedures and materials.
Needs Analysis
Description of Purposes
Selection, Development
of Syllabus Types
Development, Implementation
of Classroom Procedure
Production of a
Pedagogical Syllabus
Production of a Proto
Syllabus Evaluation
Figure 2: Yalden’s Language Program Development 1987: 88 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
