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Goals, Topics, and
General purposes
Teaching Learning
Activities, Resources
Learning Objectives
Learners Characteristic
Subject Content
Pre- Assessment
Support Services
Evaluation
REVISE is conducted to know the achievement of the learners dealing with the learning
outcomes related to the objectives Kemp, 1977, p. 91. Kemp’s design model is called a cycle process since it offers an ease to design the materials by letting the
designers free to start designing the materials from any phases. The cycle process of designing materials based on Kemp’s model can be seen in figure 2.1.
Figure 2.1: Kemp’s Instructional Design Process Kemp, 1977, p. 9
b. Yalden’s Instructional Design Model
Yalden proposes seven phases as the process in designing materials. The first phase is to do the needs survey. In this phase, Yalden 1987: 101 clarifies
that the needs survey is used to collect as much information or data as possible.
14 The information or data collected includes communication requirements, personal
needs and motivations, relevant characteristics of the learners, and even their teachers. By doing so, the designer will get the idea about what to do next dealing
with the materials to design. The second phase of Yalden’s model is to describe the purpose. The
purpose which is gained in this phase is the purpose of language program. In describing the purpose of language program, the data or information collected
through the needs survey will be used. The final result of the purpose described determines the kind of teaching learning activities related to the materials.
The third phase is to selectdevelop syllabus type. There are various kinds of syllabi suggested by Yalden which are structural-functional, structures
and functions, variable focus, functional, and fully national. However, the selection of syllabus type depends on the learners’ objective. Besides, it is
possible for the instructional designer to combine the several types of syllabi since there is no single model of syllabus which is universally agreed upon Yalden,
1987: pp. 108-109. Thus, in selecting or developing syllabus type, the instructional designer has a space to compile a syllabus which is suitable for the
learners by combining some types of syllabi. The fourth phase is to produce a proto syllabus. In this phase, Yalden
proposes the designer to work on the content description of the syllabus. The content description itself consists of topics, language function, rhetorical skills,
variety of language, role-sets, and communicative events as well as grammar and lexis Yalden, 1987: 138. However, the instructional designer can decide how
15 many components to use in working on the content description. The decision itself
is made by considering the data or information gathered from needs survey. The fifth phase is to produce the pedagogical syllabus. In this phase,
Yalden suggests that the teacher be creative in bringing out communicative activities which represent a repertoire in students’ life. As stated by Yalden about
repertoire that, “the pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as
important to the learner” Yalden, 1987, p. 144. Thus, it is clear that teacher plays an important role as the guide to let students gain the words in their lives
through the words carried out by the teacher. The last two phases are to develop and implement classroom procedure
as well as do the evaluation. To implement the classroom procedure, the teacher should select the exercise types and teaching techniques as well as prepare the
lesson plans and the weekly schedule. After all the requirements are completed, it is time to implement the materials in the classroom. Furthermore, the evaluation
can be done after implementing the materials in the classroom. The evaluation can be obtained from the students, the material itself, and the teaching process. It can
happen that these seven phases will be conducted again from the first phase if it is known that there is something wrong or weak in the materials designed. The
process of designing materials based on Yalden’s model can be seen clearer in the following figure.
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Figure 2.2: Yalden’s Design Model Yalden, 1987, p. 88
2. Task-based Language Teaching a. Task Definitions
In defining the term ‘task’, Nunan 2004 differentiates the term ‘task’ itself; target task and pedagogical task p. 1. He uses target tasks to point out to
the implementation of language outside the classroom. On other hand, pedagogical task is pointed as the uses of language in the classroom.
Strengthen the point of defining the term ‘task’ by Nunan, Willis 1996 defines task as “activities where the target language is used by the learner for a
communication purpose goal in order to achieve an outcome” p. 23. Therefore, the writer comes up with definition of task as the classroom activity which has the
goal to make the students comprehend the target language and use communicative language to direct them to reveal and extend the meaning.
b. Task Components
There are some components needed to create a task. As proposed by Nunan 2004, the components of task cover goals, input and procedures which
Needs Survey
Description of purpose
Develop- ment and
implemen- tation of
classroom procedures
Selection Develop-
ment of syllabus
Evaluation Production
of a Proto- syllabus
Production of a
pedagogical syllabus
