Besides referring to Kemp’s instructional model, this study also uses Yalden’s instructional model as the reference to create the writer’s instructional
model. Yalden’s model is used as the reference since Yalden’s model is based on the needs survey. In other words, the needs survey is used as the basis to move to the
next step as shown in Figure 2.2. Furthermore, how well the designer analyzes the needs survey may be a determining factor in designing the instructional materials.
b. Yalden’s Instructional Design Model
According to Yalden 1987, the development of syllabus design should involve a number of extra-linguistic factors, the educational setting in which the
course is to be taught, the learners’ characteristics, the circumstances in which the educational institution operates, even the society in which the language-learning and
teaching process is to be carried on. Therefore, the consideration of those factors refers to communicative syllabus. In order to implement the communicative syllabus
in a language program development, Yalden proposes these following steps:
1 Needs Survey
What should be done in a needs survey is related to the information gathering which is needed in designing a language program development. When the
information gathering is successfully completed, the realistic and acceptable objectives can also be formulated successfully. Therefore, the needs survey include
the identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learners.
2 Description of Purpose
After completing the needs survey, the next step is description of purpose. This is used to clarify the purpose of the language program. The designer should
decide whether the program is for specific purposes or academic purposes based on the needs survey. Then, the objectives and the methodology of a language-teaching
program are selected as the basis for conducting the next step.
3 Selection or Development of Syllabus Type
In this step, the designer can combine the various types of syllabus and put various focuses on oral or written language as it is required. Therefore, Yalden 1987
suggests the communicative syllabus, namely structural-functional syllabus, structures and functions syllabus, variable focus syllabus, functional focus syllabus,
fully notional syllabus, and fully communicative syllabus.
4 Production of a Proto-Syllabus
After selecting the syllabus type, the next step is to describe what content that the syllabus will have. The content may include the communicative functions,
discourse skills, and study skills.
5 Production of a Pedagogical Syllabus
In this step, what should be done by the designer is to develop of teaching, learning, and testing approaches. It includes the development of teaching materials
and development of testing sequence and decisions on testing instruments.
6 Development and Implementation of Classroom Procedures
There are three things that should be done in this step, namely selecting the exercise types and teaching techniques, preparing the lesson plans, and preparing the
weekly schedules. After completing those three things, the following step is implementation in the classroom.
7 Evaluation
The evaluation of Yalden’s instructional model consists of evaluating the students, the materials, and the teaching approaches. This step is also labeled ‘the
recycling step’ because the designer can start again from the beginning.
In this study, the writer refers to Yalden’s and Kemp’s instructional model to create the writer’s instructional model. However, the writer does not use all of the
steps of Kemp’s and Yalden’s instructional model. The steps which are used from Kemp’s instructional model are determining goals and specific purposes, and
evaluation. Meanwhile, the step which is used from Yalden’s model is needs survey. In addition, the writer uses those steps since it has fitted to the writer’s needs in
designing reading instructional materials using CBI for the tenth grade students of
Selection of Syllabus
Description of purpose
Needs Survey
Production of Proto-
Syllabus
Production of Pedagogical
Syllabus Development
and Implementati
on
Evaluation
Figure 2.2: Yalden’s Instructional Model Yalden, 1987:88
SMA BOPKRI I Yogyakarta. Thus, the detail explanation will be presented in Theoretical Framework.
2. School-Based Curriculum KTSP
