10 at which topics are introduced, the choice and sequencing of objectives, the depth
of treatment, and the variety of learning activities Kemp, 1977: 18.
3. Learning Objectives
The teacher is concerned with learning as the outcome of instruction. Learning requires active effort by the students. In this study, learning objectives
tell the students the goals that they must attain, the ideas and skills that will be included in the upcoming instruction, and the types of behavior that will be
expected during evaluation Kemp, 1977: 23.
4. Subject Content
In this study, subject content is closely related to the objectives and to the student‟s need. It comprises the selection and organization of the specific
knowledge facts and information, skills step-by-step procedures, conditions, and requirements, and attitudinal factors of the topic Kemp, 1977:43-44.
5. Pre-Assessment
In this study, there are two kinds of pre-assessment. The first is prerequisite testing which determines whether students have the appropriate
background preparation for the topic. The second is pretesting which aims to determine that students have already achieved. Besides pretesting is also pretest of
the topic that is planned Kemp, 1977:51.
6. TeachingLearning Activities Resources
In this study, teacher should select the teachinglearning activities for students‟ instructional plan. Teacher must determine the most efficient and
11 effective methods and then select materials to provide learning experiences that
will utilize the content associated with each objective Kemp, 1977:55.
7. Support Services
In this study, the support services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan
Kemp, 1977:84. Support services must be considered at the same time when making instructional plans and selecting the materials Kemp, 1977:85.
8. Evaluation
In this study, evaluation is the payoff step in instructional design plan. Teacher is ready to measure the learning outcomes related to the objectives. The
objectives indicate what the evaluation should be Kemp, 1977:91. Based on Ke
mp‟s entire model, the writer chooses four parts of it, namely determining goals, topics, and general purposes; specifying learning objectives;
listing the subject contents; and selecting teaching learning activities. The writer thinks that those parts are related to this study. Moreover, the writer tries to
combine those parts from Kemp‟s with the model of Yalden‟s. The model of instructional materials design of Yalden is elaborated in the next part.
b. Yalden’s Instructional Materials Design Model
A syllabus can be considered as “communicative” since it takes into
consideration everything required to assure communication Yalden, 1987: 87. Yalden‟s model focuses on syllabus for learning and there are eight stages in
Yalden‟s language program development, namely: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
