There is an interdependent among the eight elements, so decisions relating to one may affect others. However, the process in making the instructional plan is
flexible. The first step taken can be from whichever element the designer is ready to create and then move back and forth to the other steps to treat most of the eight.
b. Yalden’s Model of Instructional Design
Yalden formulated an instructional material design based on communicative approach in language learning. Yalden considered seven stages in
designing materials. The seven stages are described in the Figure 2.2.
Figure 2.2: Yalden’s Instructional Model Yalden, 1987: 88
The each stage are briefly summarized as follows.
Stage 1. The Need Survey
When a needs survey is being undertaken, there is potentially a great deal of information to be gathered Yalden, 1987: 101. It includes personal needs and
motivations and relevant characteristics of learners. The reason for this entire information gathering is to understand about the learners as much as possible prior
to the beginning of the program in order to establish realistic and acceptable objectives.
Need Survey
Description of Purpose
Selection development
of syllabus type
Production of a proto-
syllabus Production
of a Pedagogical
Syllabus Development
and Implementa-
tion of Classroom
Procedures Evaluation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Stage 2. The Description of Purpose
Describing the purpose of the program can be carried out when the needs survey is finished or still in progress. Further, the information collected from
needs survey will be the basis in developing the purpose of language program. This is the stage where the designer clarifies the purpose of the language program.
This will establish the foundation for the major decision for the course designer facing the next stage.
Stage 3. Selection Development of Syllabus Type
After deicing on the general purpose, the next step is the choice of a syllabus type. According to Yalden 1987: 108, there is no single model of
syllabus design which is universally agreed upon. Therefore, Yalden 1987: 108 stated that a modification of existing structural syllabuses can be a solution. This
idea have come to the conclusion that what is now required is a more flexible approach to syllabus construction which any given teaching situation demands.
Stage 4. The Production of Proto-Syllabus
This stage gives information of the description of the content that the syllabus will have Yalden, 1987: 138. In this stage the designer should describe
and determine the content of the syllabus. This includes general notions and specific topics and discourse and rhetorical skills.
Stage 5. The Production of Pedagogical Syllabus
The designer develops the teaching, learning, and testing approaches. This includes the description of the pedagogical syllabus which provides a stock of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
words and phrases suitable to the functions and the topic chosen in the program. The designer also implies the syllabus into the teaching and the learning activities.
Stage 6. Development and Implementation of Classroom Procedures
In this sixth stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation
of the lesson plan, and preparation of weekly schedules. It is including teacher training such as creation of teaching materials.
Stage 7. Evaluation
The last stage is conducting evaluation. The evaluation has two board aspects. Firstly, it evaluates the learners in the program, and secondly, it assesses
the teaching as well as the over-all design of the course. Moreover, this is labeled as the recycling stage because the whole cycle can be begun again at the point.
The theories above are general description of the designed model created by two different designers of the instructional material; those are Kemp and
Yalden. From the two instructional models above, the writer would not use all of the steps formulated by Kemp and Yalden. Some steps would be used and some
other steps would be rearranged or even omitted. In short, the writer combined and adopted the two of instructional models above to formulate own steps of
instructional model. In this study, the writer took the first step of Yalden’s model, namely Need
Survey. In the Natural Approach, need survey is very important point because the material designed will be based on the need survey. The results of the need survey
will be used to identify what the students’ needs for their learning and how the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students learn learners’ characteristics. Kemp’s second step is not be used because it is included in need survey. Furthermore, the writer combined the first
step of Kemp’s model and the second step of Yalden’s to determine the goals, topics and general purposes of the designed materials. Kemp’s third step is used to
determine the learning objectives of the designed materials. The next step was taken from the fourth step of Kemp’s model; that is selecting and organizing the
subject content based on the principle of Natural Approach. Further, the Kemp’s sixth step was taken on the next step to determine and select the teaching-learning
activities and resources. The teaching-learning activities and resource were designed based on acquisition activities of the Natural Approach principle. The
final steps were evaluating and revising the designed materials. In this last step, the writer applied the last step of Yalden that was obtaining the evaluation in
order to revise the designed materials.
2. The Theory of Natural Approach
