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interdependence among the eight elements. The decisions relating to one element may affect other elements. Kemp’s model can be applied in all educational levels,
from the elementary school up to the university Kemp’s, 1977: 8.
b. Yalden’s Model
Yalden 1987 offers eight stages in language program development, which are as follows.
1 Needs survey Conducting a needs survey is done in order to know learners’ needs and
their purposes of learning the target language. From the needs survey, a designer may gain information about the communication requirements,
personal needs, motivations, learners’ characteristics, and physical resources of the learners. It is conducted before stating the purposes of the program.
2 Description of purpose The needs survey will provide direction for the syllabus designer to
explain the purpose of language program. In this stage, the designer clarifies the purpose of the program. This will establish the foundation for the major
decision facing the language designer when he or she arrives at the next stage. 3 Selection of syllabus type
In this stage, the designer selects or develops a syllabus type to be carried out in the program. The selection of the syllabus types is determined based on
the needs and characteristics of the learners. 4 Production of a proto-syllabus
In this stage, the syllabus designer needs to describe and determine the content of the syllabus. The production of a syllabus that describes the
language and language use should be covered in the program.
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5 Production of a pedagogical syllabus The pedagogical syllabus is the development of overall approaches for
the teaching, learning, and testing of the program. The intension of this stage is to provide the designer with knowledge about the learners, the learners’
purpose in learning English, and to match this knowledge with appropriate content and teaching technique.
6 Development and implementation of classroom procedures There are three procedures on the development and implementation of
classroom procedures. They are selecting of exercise types and teaching techniques, preparing of lesson plans, and preparing of weekly schedules.
7 Evaluation This stage is to evaluate all components in the program such as the
students, program, and the teaching. 8 Recycling stage
There are three procedures in recycling stage. They are fitting the goals set and learners’ performances, reassessing content, and revising the materials
and teaching approaches. The Yalden’s Language Program Development is shown in Figure 2.2 and
Table 2.1 below.
Figure: 2.2 . Yalden’s Language Program Development Yalden, 1987:88
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Stage Description I Needs
Survey II
Description of purposes to be prepared in terms of: 1. Students characteristics
2. Students’ skills on entry to and on exit from the program. III
Selection or development of syllabus types in terms of stage and physical constraints on the program.
IV The proto – syllabus description of language and language use to be
covered in the program. V
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
instruments VI
a Development of classroom procedures 1. selection of exercise types and teaching techniques
2. preparation of lesson plans 3. preparation of weekly schedules
b Teacher training: briefings or workshops on 1. principles
2. desired outcome 3. exploitation on creation of teaching materials
VII Evaluation: 1. of students
2. of program 3. of teaching
VIII Recycling stage
1. congruence or ‘fit’ between goal set and students’ performance is determined
2. content is reassessed 3. materials and methodological procedures are revised
Table: 2.1. Stages in Language Program Development Yalden, 1987:89
Yalden’s model gives benefits for the designers since it provides needs survey in the first step. From the needs survey, the designer knows the learners’
needs in learning. The designer uses the data from the needs survey as the bases to develop a language program. Furthermore, this model also provides recycling
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stage. It enables the designer to fit between goal and learners’ performance, reassess the content, and revise the materials and methodological procedures.
In this design, the writer combines the steps from two instructional models. The first step taken from Yalden model is needs survey. The needs survey is
necessary to be used to fit the materials with the learners’ need. It is also used to know the learners’ needs for the learning. Then, the writer uses the first step from
Kemp’s model, namely, goals, topics, and general purposes to determine learning goals. Kemp’s third step is also used to determine learning objectives of the
designed materials. The next step is from the forth step of Kemp’s model, that is subject contents. It is used to support each objective in the design. After that the
writer takes the sixth step from Kemp’s model. The activity in this material is designed based on the task-based learning for homestay hosts in the tourism
village. After finishing in selecting the activities, evaluation is conducted. Both Kemp and Yalden provide evaluation step in their model. The evaluation is
conducted in order to know whether the designed material is well designed or not. The aim of evaluation step is to make a revision before applying the materials.
Making a revision is very important to construct an appropriate material for the learners. Therefore, revising the materials will be conducted after evaluating the
design.
2. English for Specific Purpose ESP
