designer selects materials to provide learning experiences. So, it will utilize the content associated with each objective.
The seventh part is coordinating support services. The designer should also consider the support services such as budget, personnel, facilities, equipment, and
schedules. Those support services are used to carry out the instructional plan. The instructional design plan cannot be produced without support services.
The eighth part is evaluating students’ learning. The last step should be done by the designer is stating evaluation. Evaluation is used to measure the
learning outcomes relating to the objectives. The evaluation is used as the basic to make revision.
Figure 2.1 Kemp’s Model: The Relationship of Each Step in the Plan to Other Steps Kemp, 1977
b. Janice Yalden’s Model
There are seven stages in planning a syllabus based on Janice Yalden 1987: 88. The first stage is needs survey. According to Yalden, when a needs
Revise
Subject Content
Learning Objectives
Teaching learning
Activities, Resources
Support Services
Pre- Assess
ment
9
Evaluation Learner
Charac- teristics
Goals, Topics,
General Purposes
survey is being undertaken there is potentially a great deal of information to be gathered. It means that a needs survey is important to be conducted to understand
who are the learners. A needs survey is also used as the basic to establish realistic and acceptable objectives.
The second stage is description of purpose. This stage is conducted after the designer did the needs survey because the information from needs survey
becomes the basis in developing the purpose of the program. It is the step where the designer clarifies the purpose of the language program. This will establish the
foundation for the major decision facing the language course designer in the next step, selection of syllabus type.
The third stage is selection of syllabus type. In this stage, the designer should choose the most appropriate a syllabus type based on the result of the
needs survey and the purpose of the program. The designer can combine more than one syllabus in order to make course design more reliable.
The fourth stage is production of a proto syllabus. This stage describes the language itself and language use to be converted in the program. In the other
words, the designer should describe and determine the content of the syllabus. The fifth stage is production of a pedagogical syllabus. According to
Yalden, in production of pedagogical syllabus stage, the designer develops the teaching learning approaches. The designer also implies the syllabus into the
teaching and learning activities. The sixth stage is development and implementation of classroom
procedure. In this stage the designer is supposed to develop the classroom procedures such as; selection of exercise types and teaching techniques,
10 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
preparation of the lesson plans, preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as creation of teaching material.
The seventh stage is evaluation and recycling stage. Yalden states that evaluation and recycling stage has two broad aspects. First is to evaluate or test
the students in the program. Second is to assess the over-all design and the teaching of the course.
Figure 2.2 is the language program development suggested by Yalden.
Figure 2.2 Yalden’s Model : Language Program Development Yalden, 1987
2. Child Development and Characteristics
It is important to know about child development theory from some experts in order to design the integrated English instructional materials, which is suitable
for the fifth grade students of elementary school who are mostly in the age 10-11 years old.
Craig 1979: 396 states that “middle childhood ages 6 – 12 is the time before adolescence when the child is adjusting to the new environment of school,
is forming close ties with people outside the home, and is developing work and play habits along with many new interests”. It means that during this time,
children experience many developmental ideas and attitudes toward their society.
Needs Survey
Descrip tion of
Purpose Selection
Develop ment of
syllabus type
Product ion of
proto- syllabus
Product ion of
pedago gical
syllabus Development
and implementation
of classroom procedure
Evalua tion
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