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Figure 2.1. Kemp’s Instructional Model Kemp, 1977: 9
Kemp has given clear construction about the instructional materials. However, the writer will employ another instructional model to complete the
stages of previous instructional model. The next instructional model is Yalden’s model.
b. Yalden’s Model Yalden, 1983
Yalden considers seven stages in designing materials. The stages will be described in following figure.
Evaluation
Support service
Teaching, learning,
activities, resources
Pre ‐
assess ‐
ment Subject
content Learning
objectives Learners’
characteris tics
Revise
Goals, topics,
and general
purposes
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Figure 2.2 Yalden’s Instructional Design Plan Yalden, 1962: 88
There are seven steps in planning a syllabus based on Janice Yalden 1987. The seven stages will be explained in this following explanation. The
short explanation will be given for each stage.
Stage 1. Needs Survey
When a needs survey is being undertaken there is potentially a great deal of information to be gathered Yalden, 1987: 101. According to Yalden 1987:
101, the gathered information includes communication requirements, personal needs and motivations and relevant characteristics of learners, as well as those
their ‘partners of learning’. Those gathered information function to set the realistic and acceptable objectives.
Stage 2. The Description of Purpose
After the needs survey complete, the next step should be done is clarify the purpose of the language program. The aim of this stage is as the base for the
major decision facing the language course designer in the next stage.
Stage 3. The Choice of a Syllabus Type
After deciding on the general category for a course, the next step in the design of the syllabus is the choice of a syllabus type. As Yalden 1987: 108
Needs survey
Descrip ‐
tion of
purpose Evalua
tion Development
and implementation
of classroom
procedures Production
of a
pedagogical syllabus
Production of
a proto‐ syllabus
Selection development
of syllabus
type
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suggested that, there is no single model of a syllabus design that is universally agreed upon.
Stage 4. The Proto-Syllabus
At this stage, the syllabus designer will explain about the description of the content that the syllabus will have, for example the preparation of syllabus
specification Yalden, 1787: 138. However, in order to gain the description of the syllabus content, the researcher should work to select the most effective
syllabus. The designer should describe and determine the content of the syllabus.
Stage 5. The Pedagogical Syllabus
The next stage is pedagogical syllabus. This stage deals with the realization of the syllabus in the form of teaching materials such as textbooks,
exercises, tapes, filmstrips. This stage also presents the type of syllabus.
Stage 6. Development and Implementation of Classroom Procedure
According to Yalden 1987:89 there are some important points in this stage. They involve the selection of exercise types and teaching techniques,
preparation of lesson plans, and preparation of weekly schedules. Yalden 1987: 89 also states about the teacher training in this stage; the teachers are given
briefings or workshops on creation of teaching materials.
Stage 7. Evaluation
The last stage is evaluation. The evaluation stage has two broad aspects; first is evaluating or testing the students in the program. The second is evaluating
the teaching as well as the over-all design of the course should be assessed.
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From those two instructional models, the writer will not use all the steps. However, the writer would choose the appropriate steps of the two instructional
models to design the material. The further and detail explanation about the combination of two instructional models would be discussed in theoretical
framework.
2. The Theory of Suggestopedia
