7 Evaluation Evaluating the learners, the teaching techniques and the
program are done at this stage. 8 Recycling Stage
At this stage, goals and final performances are set up. If there are differences from the syllabus, the materials and the
teaching approaches will be revised.
Below is the figure of the stages of Yalden’s design model.
Figure 6: Stages in Language Program Development Yalden, 1987: 88
In this study, the writer will omit the development and implementation of classroom procedures. It is because the two parts are not the concern of the
materials design.
B. The Theoretical Framework
The designed materials use the combination of Kemp’s and Yalden’s instructional design models. The theoretical framework consists
of eight stages which are closely related to each other. The figure of the Rationale of the Framework illustrates the process of making the designed
materials.
Need Survey
Descripti on of
Purposes Choice
of Syllabus
Type Producti
on of Proto
Syllabus Producti
on of Pedagogi
cal Syllabus
Developme nt and
Implementa tion of
Classroom Procedure
Eval
ua tion
Figure 7: The Rationale of the Framework
The explanation of the figure is as follows: Stage 1: Conducting needs Analysis Yalden
It is aimed to find learners’ needs, interests, and lacks by distributing questionnaires to 30 personnel of Kaban Group
Shop. Interviews are conducted to acquire detailed information that is not provided in the questionnaires.
Stage 2: Considering goals, topics, and general purposes Kemp The data from the needs analysis is computed. Then goal,
topics, and general purposes of the course are set up. Designing the materials
Conducting needs survey
Selecting the syllabus types Considering goals, topics, and general purposes
Specifying the learning objectives
Selecting the teaching-learning activities
Evaluating the designed materials
Revising the designed materials PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Stage 3: Selecting the syllabus types Yalden The data from the needs analysis is computed to elicit
information needed to design the material. Stage 4: Specifying the learning objectives Kemp
This stage is aimed to discuss the indicators to achieve the intended competence, which is communicative speaking
competence. Stage 5: Designing the materials
This stage is not mentioned in both Kemp and Yalden’s Design Model. But this stage is needed to create the materials.
Therefore, it is added to complete the stages to obtain the final version of the designed materials.
Stage 6: Selecting the teaching-learning activities Kemp It relates to the selection of teaching and learning
activities that will be conducted in the course. This stage also relates to the selection of appropriate resources for the materials.
Stage 7: Evaluating the materials Kemp It
is done
by the
distributing the
evaluation questionnaires to several evaluators conducted to get the
evaluators’ feedback to be used as guidelines to improve and revise the designed materials.
Stage 8: Revising the designed materials Kemp It is to find any weaknesses of each stage and make a
revision to improve it. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
CHAPTER III METHODOLOGY
This chapter focuses on the discussion of Research Method, Research Participants, Setting, Research Instruments, Data Gathering Techniques, Data
Analysis, and Research Procedures.
A. Research Method
This study is a descriptive study. Whitney as quoted in Nasir states that research is classified into descriptive when the intention of the research is to
find facts with an accurate interpretation Nasir 1988: 63. Meanwhile, Sprinthall states that the main purpose of descriptive research is description. It
is applied to particular types of population to measure one or more variables which be used to describe the interests of the group 1991:98.
Descriptive study deals with current situation Nasir, 1988: 64. It is conducted to attain as much information from the learners and textbooks as
the foundation to design the materials. The study approach of this research is descriptive survey. Descriptive
survey involves asking the same set of questions to a large number of individuals by mail, telephone, or in person Fraenkel and Wallen, 1993: 342.
Meanwhile, Sprinthall adds that the intention of the survey is to get information from samples occasionally, even some populations by using
questionnaires or interview 1991: 3. There are two kinds of survey study in this research, which are:
