Figure 2.1 Kemp’s Model Kemp, 1977: 9
b. Yalden’s Model
Yalden 1987 stated that “in order to understand the process of constructing a communicative syllabus, it is best to start at the next higher level in
the language-learninglanguage-teaching process, that is by examining the overall process of planning a second-language program” p. 88.
He suggested seven stages in a language program development. They are: 1. Needs survey.
2. Description of purpose. 3. Selectiondevelopment of syllabus type.
4. Production of a proto-syllabus. 5. Production of a pedagogical syllabus.
6. Development and implementation of classroom procedures. 7. Evaluation.
Goals, Topics, and General
Purposes Learner
Characteristics
Learning Objective
Evaluation
Support Service
Revise
Teaching Learning
Activities, Resources
Pre- Assessment
Subject Content
The Kemp’s theory can be summarized in figure 2.2
Figure 2.2 Yalden’s Language Program Development Yalden, 1987:88
The detail description of Yalden’s language program development can be seen in table 2.1
Table 2.1 Yalden’s Stages in Language Program Development
Stage Description
I Needs Survey
II Description of purpose to be prepared in terms of
1. student characteristics 2. student skills on entry to and on exit from the program
III Selection or development of syllabus type in term of IV and
physical constraints on the program. IV
The proto-syllabus: description of language and language use to be covered in the program.
V The pedagogical syllabus: development of teaching, learning and
testing approaches.
Needs survey
Descrip- tion of
purpose Selection
development of syllabus
type Produc-
tion of a proto-
syllabus Production
of a pedago- gical
syllabus Development
and implementation
of classroom procedures
Evalua- tion
1. development of teaching materials as far as possible 2. development of testing sequence and decisions on testing
instruments VI a Development of classroom procedures
1. selection of exercise types and teaching techniques 2. preparation of lesson plans
3. preparation of weekly schedules b Teacher training: briefings or workshops on
1. principles 2. desired outcome
3. exploitationcreation of teaching material VII Evaluation
1. of students 2. of program
3. of teaching VIII Recycling
stage 1. congruence or ‘fit’ between goals set and student
performance is determined 2. content is reassessed
3. materials and methodological procedures are revised PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. Comparison between Kemp’s and Yalden’s Model
Kemp and Yalden have several similarities in their instructional design models. From the previous discussion, the writer found four major similar
characteristics. They are learner characteristics, the development of subject content teaching material, evaluation and revision. Kemp put learner
characteristics in the second plan of his instructional design model, while Yalden put learner characteristics in the same stage as Kemp that is in the second stage. In
the fourth plan, Kemp had already designed subject content dealing with teaching material, while Yalden developed the teaching material in the fifth stage. The last
plan the eighth plan of Kemp’s model was given for evaluation as well as for the revision. Yalden put the evaluation in the eighth stage and put the revision the
recycling stage in the following stage the last stage.
B. Theoretical Framework
The purpose of this study is to produce a set of English instructional materials for the eighth grade students of Junior High School in a self-
development activity. Therefore, the writer needs to have plans in designing the materials.
The writer tries to combine the models of Kemp and Yalden to be used in the designing a set of English instructional materials for the eighth grade students
of Junior High School in a self-development activity. The combined plan will be: 1. Conducting Needs Survey Yalden’s model
First, the writer conducts needs survey by doing interview to some English teachers and some eighth grade students.
2. Determining Goals, List Topics, and State General Purposes for Each Topic Kemp’s model
After getting the result of needs analysis, then the writer can list some topics to teach. Then, the writer determines the goals and general purposes for
each meeting. 3. Specifying Learning Objectives Kemp’s model
After stating the general purposes, the writer specifies learning objectives. 4. Listing Subject Contents Kemp’s model
After knowing the topics, the writer can list the subject content for each topic.
5. Selecting Teaching-Learning Activities Kemp’s model After having the materials from the previous steps, the writer selects the
teaching-learning activities, so that the materials can be delivered effectively. 6. Preparing the Lesson Plans Yalden’s model
To make the teaching-learning activities run efficient, the writer prepares the lesson plans as guidance in conducting a lesson.
7. Designing the Instructional Materials Yalden’s model After all sources are completed, the writer designs the instructional
materials using task-based learning. 8. Evaluating the Materials Yalden’s model
The next step is to evaluate the materials. The writer conducts the evaluation by distributing a questionnaire some English teachers and English
lecturers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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