35
answer in the questionnaire. The information gained was used to design the instrumental design.
b. Identifying Instructional Goals
According to Dick and Carey 2005, there are four common methods to identify instructional goals. They are the subject-matter expert approach, the content
outline approach, the administrative mandate approach, and the performance technology approach. The writer applied the performance technology approach in this
study. As Dick and Carey stated, “Performance technology approach is used to
respond to the problems or opportunities within an organization. p. 16” This is the
reason why the writer chose the performance technology approach. The writer identifies instructional goals by covering the problems and the best solutions for
students in learning writing. The result of the identification formulated in goals which are presented in each unit of the English writing materials.
c. Writing PerformancesObjectives
Dick and Carey 2005 defined a performance objective as a detailed description of what students will be able to do when they complete a unit of
instruction p. 125. Moreover, it describes instead the kinds of knowledge, skills, or attitudes that the students will be learning.
There are three major components of an objective based on Mager 1975 as cited by Dick and Carey 2005, p. 126. The first component describes the skill or
behavior what the learner will be able to do identified in the instructional analysis. It
36
contains the action and the content or concept. The second component describes the conditions that will prevail while learner carries out the task. The third component
describes the criteria that will be used to evaluate learner performance. The criterion is often stated in terms of the limits, or range, or acceptable answers or responses.
d. Selecting Syllabus
In selecting type of syllabus, Yalden suggested to modify some existing structural syllabus to a completely learner-centered approach 1978: 108. It means
that various combinations are possible, and various focuses on written language are also feasible. Due to the suggestion, the writer chose communicative syllabus type 3:
Variable Focus. As Yalden 1978 stated that this syllabus would dominate structural exercises and activities at the first level, and emphasis would then change to
communicative function and finally to situation or subject-matter p. 113. The writer expect that the syllabus chosen will stimulate the true academic situation in
designing a set of English writing instructional materials for Theology Study Program students.
e. Deciding TeachingLearning Activities
This step is adapted from the fifth stage of Yalden ‟s model. In this step, the
writer provides a pedagogical syllabus which can fill the teacher‟s needs without unduly circumscribing desirable classroom interaction. Furthermore, Yalden 1978
stated that the pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of function and suitable to the topics identified as important to
Kategori