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indicate revisions of elements made necessary by evaluation data gathered on students’ accomplishment of objectives” Kemp, 1977: 9.
b. Yalden’s Model
Yalden 1987:86 introduces some components that must be included into the make-up of the syllabus. Those components develop the syllabus by allowing the
students to acquire the ability to communicate in a more appropriate and effective way.
The followings are the ten components introduced by Yalden 1987: 1 The purpose for which the learners wish to acquire the target language must
be possibly considered in detail. 2 Physical aspect as well as social setting as the setting in which the learners
will want to use the target language must be considered. 3 The socially role the learners will assume in the target language, as well as the
roles of their interlocutors. 4 The communicative events in which the learners will participate: everyday
situations vocational or professional situations, academic situations and so on. 5 The language functions involved in these events, or what the learner will need
to be able to do with or through the language. 6 The notions involved, or what the learner will need to be able to talk about.
7 The skills involved in the ‘knitting together’ of discourse: discourse and rhetorical skills.
8 The variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to
reach.
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9 The grammatical content that will be needed. 10 The lexical content that will be needed.
To develop the language program, Yalden 1987:88-149 gives eight stages that can be illustrated in figure 2.2:
Figure 2.2. Yalden’s Instructional Design Model Adopted from Yalden, 1987:88
a Needs survey The needs survey gathers all the information about the learners in order to
understand them before starting the teaching learning process and to expect for establishing realistic and acceptable objectives. It studies the learners’ purposes in
acquiring the target language. The needs survey as the first step is the basic for the further steps because it may affect the subsequent decisions and directions.
b Description of purposes This step is to clarify the purpose of the language program that should be
suited to the learners’ needs. When preparing the language program, the designer must consider that its purpose is broad or narrow and occupational or educational
categories. c Selection development of syllabus type
After getting the needs and the characteristics of learners, and also stating the purpose of the language program, the designer will determine the type of the syllabus
in this stage. There are three basic syllabus types; structural, situational, and
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functional. However, those basic syllabuses may be modified according to the situation and these modified syllabuses are called communicative syllabus. The forms
of the communicative syllabus are structural-functional, structures and functions, variable focus, functional, fully functional, and fully communicative syllabus.
d Production of proto-syllabus At this stage, the syllabus designer will focus on the description of the content
that the syllabus will have. There are many components to be considered in a communicative syllabus, but it is impossible and not desirable to include everything.
The designer must look back to the earlier steps recalling all the gathered information; those steps have close relation to the production of proto syllabus. It is
also necessary to give early attention to the specification of target levels whether it is realistic or not to be specified.
e Production of a pedagogical syllabus Production of a pedagogical syllabus is a process in which the language
program designer will focus on the psychological factor as one of the important things in developing communicative components. The aspects of the psychology of
the classroom are learners’ wants, needs, and desires. Therefore, a pedagogical syllabus plays an important role to create a communicative classroom interaction.
f Development and implementation of classroom procedures Based on the gathered information in the earlier stages, the teachers look at
the syllabus to select the teaching techniques and the exercises and put them into a lesson plan. If necessary, the teachers may conduct teacher training to improve
teaching performance.
