materials more or go on to the next activities without ignoring to monitor the students’ performance and achievement within the lesson. Then, after completing
those three parts, a teacher will come to the ending part of a lesson, the closure, which provides the teacher chance to review the whole important points of the lesson. From
these activities, the teacher may know better about the students’ achievement of the materials taught.
4. Designing Instructional Materials
In this section, the writer discussed some basic consideration in making the instructional material design. The writer discussed Kemp’s instructional design and
Yalden’s instructional material design model. The writer chose these two models because they have similar characteristics in
the process of analyzing learning needs, goals, and developing the system to meet the learners’ needs. The models describes clearly all detail and systematic procedures
about what a language program designer should do in order to develop the program from the very beginning step. These models are also flexible, meaning that the
models could be applied to design either the general English program or an ESP program. Then the writer combined both of them to be designed model.
a Kemp’s Instructional Design
Kemp Kemp, 1977 offers eight steps in designing the program development. The steps are:
1 Considering the goals and then list of topics stating the general purpose for teaching each topic.
2 Enumerating the important characteristics of the learners for whom the instruction is to be designed.
3 Specifying the learning objectives to be achieved in terms of measurable students behavioral outcomes.
4 Listing the subject contents to support each objective. 5 Developing pre-assessment to determine the students’ background and present
level of knowledge about the topic. 6 Selecting teachinglearning activities and instructional resource that will treat the
subject content so the students will accomplish the objectives. 7 Coordinating support service such as budget, personnel, facilities, equipment, and
schedule to carry out the instructional plan. 8 Evaluating the learners’ learning in terms of their accomplishment of objectives
with a view to revise and re-evaluate any phases of the plan that need improvement.
The eight steps suggested by Kemp are flexible. There is interdependence among the eight elements; decisions relating to one may affect other Kemp, 1977:9.
A designer can start whichever steps and does not always start from the first step. It is because all of the steps are interrelated.
Kemp offers a flexible model. This is the strength of Kemp’s model. It lies on the existence of the concept of design and development that the process may start
from any step then move back and forth to the other steps whenever the designer is ready. To make it clear, look at the figure below:
Figure 2.2. Kemp’s Model Kemp, 1977:9
b Yalden’s Instructional Materials Design Model
Yalden states that in order to understand the process of constructing instructional design we have to examine the overall process of planning of second
language program. It will be beneficial for the building of well-organized process of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designing the materials. The process of developing a language program covers seven stages as follows.
Stage 1: The Need Survey
This step is conducted to collect the information about the learners’ needs. This stage is paramount to do in order that the production of the purpose for the program can be
realistic and acceptable.
Stage 2: Description of the Purposes
Description of the purposes is prepared in term of the characteristics of the students and the skill the students to entry to and on exit from the program. The formulation of
purposes of the language will set up the basis of selecting or developing the type of syllabus.
Stage 3: Selection or Development of Syllabus Type
There are a number of syllabus types. However, there is no single syllabus type design is generally applied in any language program. The combination of various
model can possibly applied.
Stage 4: The Proto-Syllabus
At this stage, the syllabus designer describes the content of the syllabus. The description of language and language function should be included in the program,
such as general notion and specific topics, communicative functions, discourse, variety of language, communicative events, as well as grammar.
Stage 5: The Pedagogical Syllabus
The syllabus design contains teaching, learning, and testing as well. It is intended to provide the teacher with knowledge about the learners, the learners’ purposes of
learning English, and to match this knowledge with suitable content and teaching
techniques. Stage 6: Development and Implementation of Classroom Procedures
In this stage, the teacher has to select the teaching techniques and the type of exercise. The communicative syllabus will give implication changes in the teacher’s roles. The
teacher should tend to be a facilitator rather that a leader of the class. Moreover, the teacher also needs to prepare the lesson plans and schedules for the program
altogether.
Stage 7: Evaluation
There are three major aspects to evaluate in this stage, namely the students, the teaching, and the program as well. The final performance of the students is needed to
be evaluated whether it fits the purposes of the program.
Stage 8: Recycling
At this phase, the revision of the materials and teaching approaches is done if there id discrepancies between the purposes of the program and the students’ final
performance. Yalden’s instructional design is presented as in figure 3:
Figure 2.3. Yalden’s Model of Language Development Program 1987:88
B. THEORETICAL FRAMEWORK
This research aims to develop a set of Writing Materials. Hence, the discussion on theory of writing is considered important to give some points to be
understood. The description on the nature of writing helps the researcher to choose teaching method and materials. The researcher adopt the view that writing is not
merely about making a final product of writing itself, but widely about jotting down the thoughts, feeling, or reactions as well as developing the grammar.
The researcher finds out the writing activities of the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta need to be developed into an active learning
through an activity that allows the students to be the center of the practice and learning, creative and expressive writers, and to give more chance to write to have
continued writing practices. Therefore, the researcher introduces an alternative strategy, writing using a journal, in order to accomplish the purposes previously
stated.
Need survey
Select. of
syllabus type
Prod. of proto-
syllabus Prod. of
pedagogic syllabus
Dev. of classroom
procedure Evaluation
Revision
Description of purpose
