2 What procedures and resources will work best to reach the desired learning levels? activities and resources
3 How will we know when the required learning has taken place? evaluation
Then, Kemp 1977:9-10 adds that the instructional design plan consists of eight parts. They are:
1 Consider goals, list topic, and state the general purposes for teaching each topic.
2 Enumerate the important characteristics of the learners. 3 Specify the learning objectives.
4 List the subject content that support each objectives. 5 Develop pre-assessment to determine the student’s background and
present level of knowledge about the topic. 6 Select teachinglearning activities and instructional resources.
7 Coordinate support services to conduct the instructional plan. The support services can be budget, personnel, facilities, equipment,
and schedules. 8 Evaluate students’ learning based on their achievement of
objectives, revise and reevaluate their weaknesses that need to be improved.
The Kemp’s Design Diagram on page 31 will show the relationship between the eight parts that have been explained above.
The diagram also shows a flexible process between the eight parts. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There is interdependence among them since each part influences the continuity of part next to it.
In this study, the three questions will also be used as considerations in planning the course materials. The eight elements
that must be carried out in the design process are used as means to answer the three questions as mentioned in Kemp’s instructional
design plan.
Figure 5: The Kemp’s Model Diagram 1977: 9
b. Yalden’s Design Model
Yalden 1987: 109 defines a communicative syllabus as a syllabus which purpose is to describe classroom experience with a
real language use environment. It means that the syllabus provides
Goals, Topics, and
General Purpose
Learning Objectives
Learner Character
istics
Support Services
Teaching Leaning
Activities, Resources
Pre- assessment
Evaluation
Subject Content
Revise
the learners with a change to practice the target language in a real language situation to make them familiar with the use of the
language. Yalden’s communicative syllabus consists of eight stages of instructional design. They are:
1 Needs Survey It is conducted to gather information about the learners’
needs. The gathered information will be used to consider the whole course.
2 The Description of Purposes Conducting needs analysis will give the course designer
to choose the purpose of the course, whether it is for occupational or educational purpose.
3 Choice of Syllabus Type It is done when the general category of the course has
been decided. At this stage, the course designer chooses the proper syllabus to be implemented in the course. Yalden
provides several types of syllabus as following: a Type I: Structural-Functional
It separates the structural and communicative function. The linguistic form precedes the communicative function.
b Type II: Structures and Function This type involves a structure in a communicative function;
thus, it enables learners to study the linguistic forms and communicative function in a line.
c Type III: Variable Focus This type shifts the language program based on the
learners’ proficiency d Type IV: Functional
The communicative function is the objective in this type. However, the structural pattern is not ignored.
e Type V: Fully Notional This type of syllabus is appropriate for learners who have
adequate English proficiency, but still need to be specified in a particular purpose.
f Type VI: Fully Communicative It is also called as learner-generated syllabus where learners
are the input source. 4 Proto-syllabus Design
The course syllabus specifies the content of the syllabus. 5 The Pedagogical Syllabus
The course designer designs the pedagogical syllabus. This syllabus provides material presentation and interpretation
about how learning is achieved. 6 The Development and Implementation in Classroom
The course designer sets the materials from the pedagogical syllabus and organizes them through the lesson
plan. At this stage, teacher deals with the teaching techniques and applies the syllabus in form of teaching the materials.
7 Evaluation Evaluating the learners, the teaching techniques and the
program are done at this stage. 8 Recycling Stage
At this stage, goals and final performances are set up. If there are differences from the syllabus, the materials and the
teaching approaches will be revised.
Below is the figure of the stages of Yalden’s design model.
Figure 6: Stages in Language Program Development Yalden, 1987: 88
In this study, the writer will omit the development and implementation of classroom procedures. It is because the two parts are not the concern of the
materials design.
B. The Theoretical Framework
The designed materials use the combination of Kemp’s and Yalden’s instructional design models. The theoretical framework consists
of eight stages which are closely related to each other. The figure of the Rationale of the Framework illustrates the process of making the designed
materials.
Need Survey
Descripti on of
Purposes Choice
of Syllabus
Type Producti
on of Proto
Syllabus Producti
on of Pedagogi
cal Syllabus
Developme nt and
Implementa tion of
Classroom Procedure
Eval
ua tion
