4. Instructional Design Models
In composing
Instructional Design
Model, Yalden’s
and Kemp’s
Instructional Design Models are employed here.
a. Yalden’s Model
In Yalden’s model, the syllabus emphasizes the communicative function. This means that it is important to ensure that learners acquire the ability to
communicate in a more appropriate way. According to Janice Yalden 1987, p. 89, there are seven stages offered in language program development.
1 Needs survey Needs survey is conducted to gain information about the students in order to
understand the students well. Basically, the idea of needs analysis deals with communication requirements, personal needs, motivations, relevant characteristics
and resources of the learner. 2 Description of purpose
With the needs survey complete or at least well underway the next step is to clarify the purpose of the language program. This step will establish the foundation
for the major decision facing the language course designer when the designer arrives at the next namely the selection of a syllabus type. Initially, this did not
appear to present a problem. 3 Selection or development of syllabus
There is no single syllabus design, which is universally agreed upon. The statement was proposed by Yalden 1987, p 108 and She believed that there is no
fixed syllabus for a particular subject. There must be modification in designing syllabus and the modification can be done during the process. In designing syllabus,
there are several things must be taken into consideration. There are also several syllabus types, but choosing one syllabus type is inadequate somehow. Developing,
modifying or combining several syllabuses hopefully will initiate a proper syllabus for the target learners. In addition, there must be a flexible approach for a syllabus
construction. 4 The proto syllabus
According to Yalden 1987, p.138, in the fourth stage of designing syllabus, the syllabus designer will turn to the description of the content that the
syllabus will have, i.e. the preparation of syllabus specification. Several components might be considered in designing communicative syllabus.
These components might include general 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 The pedagogical syllabus The pedagogical syllabus provides a repertoire of words and phrases,
chosen as exponents of functions and suitable to the topic identified as important to the learner. This step aims to match teacher’s knowledge about learners with
appropriate content and teaching technique. 6 Development and implementation of classroom procedure
This is the stage where the writer concerned with the exercise type and teaching techniques, preparation of the lesson plans, preparation of the weekly
schedules. In this stage, the writer also implements the materials appropriately together with techniques, syllabus, lesson plans and schedules.
7 Evaluation In this stage, there are two steps in conducting evaluation. First, evaluation
toward the students in the program; next, the teaching as well as the over-all design of the course should be assessed. In general, the evaluation is conducted to test or
evaluate the students, program and teaching.
Figure 2.3: Language Program Development Yalden, 1987, p. 88
b. Kemp’s Model
Kemp 1970, pp. 8-9 offers eight elements in designing the program development. An interdependent is found among eight elements. Kemp’s model is a
flexible process. It can move back and forth to the other steps. The steps are: 1 Goals, Topics and General Purposes
Instructional design planning starts with a recognition of the broad goals of the school system or institution. Within curriculum areas or courses, topics are
chosen for study, for each of which the teacher explicitly expresses the general purposes what students are generally expected to learn as a result of instruction. In
identifying goals, the goals in educational programs may be derived from three sources; society, students and subject areas. In addition, statement of goals should
Production of proto
syllabus
N eeds
survey
Description of purpose
Evaluation Development
and implementation
of classroom procedure
Selection development
of syllabus type
Production of a
pedagogical syllabus
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