3 Selectiondevelopment of syllabus type The model of syllabus design is a dynamic, not a static one, and it allows for
constant feedback from a variety of points into the area of syllabus type and selection of content, as well as into other areas such as teaching procedures
4 Production of a proto-syllabus Proto-syllabus is the specification of syllabus content. The proto-syllabus is
description of language and language use to be covered in the program. 5 Production of pedagogical syllabus
The pedagogical syllabus is development of teaching, learning, and testing approach. In this stage, it is developed overall approaches to teaching and
learning and also to the whole testing program. 6 Development and implementation of classroom procedures
The syllabus designer shares his or her responsibility with the classroom teacher, who is, as always, responsible for conducting, supervising, and encouraging
classroom interaction. It consists of: a Development of classroom procedures
1 Selection of exercise types and teaching techniques 2 Preparation of lesson plans
3 Preparation of weekly schedules b Teaching training: briefings or workshops on
1 Principles 2 Desired outcome
3 Exploitation creation of teaching material 4 Evaluation and recycling
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Figure 2.2. Language Program Development Yalden,1983:88 7 Evaluation
The final phase is evaluation, which has two broad aspects. First, one would wish to evaluate or test the students in the program; next, the teaching as well as the
over-all design of the course should be assessed. Finally, there is the recycling stage in which the fit between goals set and the final performance of the learners
is determined. The instructional design stages proposed by Yalden can be explained by
following chart figure 2.2.
Need Survey
Description of the Purpose
Selection Development of Syllabus Type
Production of Proto-Syllabus
Production of Pedagogical Syllabus
Development and Implementation of Classroom Procedures
Evaluation 21
b. Dick and Carey’s Theory
The second is model of Instructional Design by Dick and Carey. The instructional design model is considered a systems approach model because there is a
specific input, process and output for each component. Dick and Carey, 2005: 11. The instructional design also collects information which is fed back into the system
so that the final product reaches the desired level of effectiveness. In their book The Systematic Design of Instruction, Dick and Carey 2005:5
gave an analogy to explain an instruction. An instruction is analogized as a technique in building industry. There are components assembled and workers required to
construct the building. The workers also pour foundation and add the finishing touches that make it a sound and secure building.
Dick and Carey suggest a set of procedures and techniques which are employed by the instructional designer to design, produce, evaluate, and revise an
instructional module. Components of the System Approach Model
1 Identifying an instructional goal This first step is to determine what it is that the designers want students to be able
to do when they have completed an instruction. The definition of the instructional goal may be derived from a statement of goals, from a needs assessment with
regard to a particular curriculum, or from practical experience with learning difficulties of students in the classroom.
2 Conducting an instructional analysis The subordinate skills that a student must learn to achieve the goal are identified
in this step. The process may result in the identification of concepts, rules, and 22
information which a student needs, or the identification of steps in a procedural sequence which must be followed to perform a particular process.
3 Identifying entry behaviours and characteristics It is necessary to identify the specific skills that students must have prior to
beginning instruction. It determines the specific knowledge, skills, general characteristic of the learners. These characteristics might include special interest,
maturation level, attention span, and so on. 4 Writing performance objectives
The designers state the specific skills, condition, and successful performance after students complete the module.
5 Developing criterion-referenced test In this step, the designers develop assessment instruments to measure the
students’ ability to achieve the objectives. 6 Developing an instructional strategy
Based on information from the five preceding steps, the designers identify the strategy that will be used in instructional module to reach the objective. The
strategy includes sections on preinstructional activities, presentation of information, practice and feedback, testing, and follow-through activities.
7 Developing and selecting instruction After deciding the instructional strategy used, the designers produce an
instructional module. It will include a student manual, instructional materials, tests, and a teacher’s guide.
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