Stage 1 Stage 2 Stage 3 Stage 4

B. Theoretical Framework

In this study, the process of designing the instructional materials would use the combination of Yalden’s and Dick’s and Reiser’s instructional models. The writer combined these two models to design the materials because the combination reveals a clear and complete stage in designing the materials. Yalden provided a very complete explanation in the syllabus. Yalden also offered not only to revise and to reassess the materials but also methodological procedures. According to Yalden, having a syllabus is not the same thing as teaching materials and lesson plans at the read. Dick’s and Reiser’s completes Yalden’s model by emphasizing instructional goals and objectives, and implementation of instructional activities. Both Yalden and Dick and Reiser propose the revision step after all the steps are evaluated. There are seven stages in the writer’s model. Those stages are discussed further below.

1. Stage 1

– Diagnosing Learners’ Needs adapting Yalden’s model In the first step, need surveys are conducted to search and collect the data about learners’ needs. The writer distributed questionnaire and interviewed the Registration and Information staff of Panti Rapih Hospital. The results of the questionnaire and interview were used in the materials development.

2. Stage 2

– Formulating the Goal and Objectives adapting Dick’s and Reiser’s model This step aims to determine the intended goals of instructional materials design. Without goals, the teacher will certainly carry out a random set of activities they may not be of benefit to learners. After stating the goals, the objectives are listed to determine the questionnaire and the objectives of the activities will promote the learning.

3. Stage 3

– Developing and Implementing the Classroom Procedures adapting Yalden’s and Dick’s and Reiser’s models In this step, there are two basic stages. The first step is developing or selecting instructional activities and second is selecting exercises types and teaching techniques. In communicative instructional activities, the writer includes social formulas and dialogues, role-play, interviews, questioning activities, and discussion games. The communicative exercises could be warming-up exercises, role-play and simulation, problem-solving exercises, and community-oriented exercises. The teaching techniques would be discussion and decision, question and answer, and stories and scenes.

4. Stage 4

– Designing the Syllabus and lesson plans adapting Yalden’s model A syllabus is needed because the goal of the study project is to design the materials. A syllabus will give a description about the selection and organization of the course content on which the materials design is based. Speaking is the main activity.

5. Stage 5