The aim of evaluation is to know how well the materials serve the objectives. “There are several ways to evaluate the designed materials; test results, reactions
from the students, observations of students at work, and suggestion from colleagues” Kemp, 1977: p. 98.
c. Yalden’s Instructional Design Model
There are seven stages proposed by Yalden 1987 in developing a language program. Those stages are briefly summarized as follows:
Stage 1: The Needs Survey
Doing the needs survey is important to gather the information before designing the materials. The reason of information gathering is to identify and
understand the learners as much as possible. After doing the need survey, the researcher can obtain the information to design the appropriate materials for the
students. “When a need survey is being undertaken there is potentially a great deal
of information to be gathered. The communcation requirements, personal needs and motivations, and relevant characteristics of learners are included
in the definition. The reason for this entire information gathering is to understand as much about the learners as possible prior to the beginning of
the program, in or
der to establish realistic and acceptance objectives” Yalden, 1987: p. 101.
Stage 2: The Description of Purpose
Describing the purpose of the program can be carried out when the needs survey is finished or still in progress. The results of the needs survey will be the
basis in developing the purpose of the program. This is the stage where the designer clarifies the purpose of the language program. “The more accurately one
can predict what the learners‟ language or communicative needs will be, the more c
learly the content of a syllabus can be delineated” Yalden, 1987: p. 105. This is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
important in building the foundation for the decision when the course designer is working out the next stage.
Stage 3: The Choice of a Syllabus Type
The course designer should consider what of type syllabus will be employed. There is no single model of syllabus design which is universally. Since
there is no definite model of syllabus design, a number of solutions are offered. The designers can make and modify their own syllabus that appropriate with
students‟ needs. Besides, the designer can combine more than one syllabus to make the course design more reliable.
“We should point out that a great deal of very successful work has been done in designing syllabus which take into account form, topic and
function, and in this part has been done by refusing to be entirely bound by any of the three basic syllabus types” Yalden, 1987: p. 109.
Stage 4: The Proto-Syllabus
“At this stage, the syllabus designer will turn to the description of the content that the syllabus will have” Yalden, 1987: p. 138. There will be a large
number of components to be considered. These might include general notions and specific topics, communicative functions, discourse and rhetorical skills, variety
of language, role-sets, and communicative events, as well as grammar and lexis. “Consideration of the amount and quality of information available from the needs
survey will aid in determining how many components the syllabus should have, and later on how these should be related to each other” Yalden, 1987: p. 139.
This stage obliges the course designer to produce the description of language and language use to elaborate in the program. It means that the course designer should
be able to describe the content of the syllabus. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Stage 5: The Pedagogical Syllabus
In this step, the course designer is supposed to develop teaching, learning, and testing approaches. At this stage, the designers have to choose the words and
phrases that suitable to the topics in the program identified. Besides, the designers imply
the syllabus into the teaching and learning activities. “The pedagogical syllabus provides a repertoir of words and phrases, chosen as exponents of
functions and suitable to the topics identified as important to the learner” Yalden, 1987: p. 144.
Stage 6: Development and Implementation of Classroom Procedures
The developmental and implementation of classroom procedures comprises the selection of exercise and teaching technique employed in the
classroom preparation of lesson plans as well as weekly schedule. The designers have to make the interesting exercise and teaching technique that appropriate with
the students‟ needs. “Communicative language teaching requires good teacher preparation and an active contribution from the learner” Yalden, 1987: p. 152.
Stage 7: Evaluation
The last step is evaluating which comprises two aspects. Firstly, it evaluates the students in the program, and secondly, it assesses the teaching as
well as the whole design of the course. It is labeled as the recycling stage because the whole cycle can be begun again at this stage.
The following figure explains those seven steps in a systematic way. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 2.3 : Yalden’s Instructional Design Model Yalden, 1983: p. 88
In this research, the researcher chooses the ADDIE instructional design model since its phases are simpler but detailed so that it will not be time
consuming but the results will be satisfying. Besides, it represents a dynamic and flexible guideline for building effective teaching and learning activities. In
addition, its phases are frequently modified to suit user ‟s needs and it can be
employed in combination with other models.
7. Four Strands of Language Course
