a Based on language skill: divided into four skills, namely productive speaking and writing, and receptive reading and listening.
b Based on learning skill: looking at the constituents of the language skill that is sub-skills and micro-skills Robinson, 1991: 34-35.
Based on the explanation of ESP categorization, the writer classified „A Set of English Instructional Speaking Materials for the Registration and
Information staff of Panti Rapih hospital using CLT Communicative Language Teaching’ into English for Occupational or Vocational Purposes
EOP, which is one example of English for Specific Purposes ESP, since the Registration and Information staff need English for their occupation.
2. Instructional Material Design
The instructional material design is an integral part of instructional program design. In order to get the theories of instructional material design,
models of instructional program design are absolutely needed. There are many instructional program design models. The study employed Janice
Yalden and Walter Dick and Robert A. Reiser.
a. Yalden’s Model
The first model is adopted from language program development by Janice Yalden. Instructional material design is seen as only part of the whole,
although it is very important. It is clear that if there is no instructional design, the process of teaching and learning will not succeed. Having a syllabus is not
the same thing as teaching material and lesson plans. Therefore, Yalden presents the process of language program development that can be seen in
Figure 2.4.
Figure 2.4. Language Program Development by Yalden 1987: 88
The stages of the model are described in the following table:
Table 2.1. Stages in Language Program Development by Yalden 1987: 89
Stages Description
I II
III IV
V Selection or Development Need survey
Description of purpose to be prepared in terms of: 1. Student characteristics
2. Student skill on entry to and on exit from program Selection or development of syllabus type in terms of IV and
physical constrains on the program. The proto-syllabus: description of language and language use to be
covered in the program. The pedagogical syllabus: development of teaching, learning and
testing approaches:
1. Development of teaching materials as far as possible 2. Development of testing sequence and decision on testing
instrument. 3. Development of classroom procedures:
a. selection of exercises types and teaching technique b. preparation of lessons plans
c. preparation of weekly schedules
4. Teacher training briefing or workshops on: a. Principles
b. desired outcome c. exploitationcreation of teaching material
Need Survey
Descripti on of
Purpose Selection
developm ent of
syllabus type
Production of a
protosyllabus Production
of a pedagogical
syllabus Developm
ent and implemen
tation of classroom
procedure Evaluation
Table 2.1. continued
Stages Description
VI VII
Evaluation: 1. of student
2. of program 3. of teaching
Recycling stage: 1.
congruence or „fit’ between goals and students performance is determined
2. Content is reassessed materials and methodological procedure revised.
b. Dick’s and Reiser’s Model
