Yalden’s Instructional Materials Design Model

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b. Yalden’s Instructional Materials Design Model

In order to understand the process of constructing the syllabus type, the overall process of planning a second-language program needs to be examined. Yalden’s stages for the instructional plan can be divided into seven stages Yalden, 1987:100. 1 Needs Survey A survey is conducted in order to find out the learners’ needs in learning English. It should include the identification of the communication requirements, personal needs, motivations, relevant characteristics, and physical resources of the learners. 2 Description of Purpose This steps is intended to clarify the purpose of the language program based on the needs survey. Sometimes, the description of the purpose is entirely derived from the needs assessment. It is also possible to add other elements which might not directly come out of the needs survey. This will establish the foundation for the major decision facing the language program designer when shehe arrives at the third steps. 3 Choice of Syllabus The language program designer, in this step, will select a syllabus type to be carried out in the program. The choice of the syllabus types should be determined based on the needs and characteristics of the learners. 4 Production of Proto-Syllabus The syllabus designer, at this stage, specifies the content derived from a description of the purpose the learners have for acquiring the target language 31 Yalden, 1987: 19. This is a production of a syllabus, which describes the language itself, and language use to be covered in a certain program, which is developed. 5 Production of Pedagogical Syllabus Pedagogical syllabus represents a plan to implement the content of the language teachinglearning at the classroom level. The language program designer, in this step, should realize the syllabus in the form of teaching-learning materials and testing approach. 6 Development and Implementation of Classroom Syllabus In this step, the designer organizes the learning activities within the lesson plan. Then, develop the teaching materials. Yalden 1987 suggests that, at this stage, the teacher should deal with the teaching techniques and realize the syllabus in the form of teaching materials. 7 Evaluation The step is intended to evaluate all components in the language program, i.e. the students, the instructional program, and the teaching. From above points, Yalden stages are started from the importance of conducting communicative need survey from whom the program is prepared. Those stages represent operations for the sake of clarity in Yalden’s model. Figure 5: Yalden’s model of language development program 1987:88 Need survey Dev. Of class room proc Prod. Of proto- syll Selec- tion of Syllabus type Des- cription of pur- pose Prod. Of pedag. syll Eva- luation 32

B. Theoretical Framework

Some steps are required to make a set of instructional material to teach speaking to the staffs of culture and tourism department in Sleman. In order to set an effective instructional material for the staffs, the writer uses four steps from Kemp’s model and three steps from Yalden’s model. The following are the steps of the writer’s model.

1. Conducting Needs Survey

The demand of English has often come from group of learners with no need for general English. They learn English for particular reasons which concern to their studies or job. Since this research concern to English for staffs of culture and tourism department in Sleman, the area of English will be restricted to the area relevant to their needs andor purposes. ESP course should be based on need analysis. It means that the aims of the course are first identified by the learners need analysis. It also involves the study of the opinion of one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman.

2. Stating Goals, Topics and General Purposes

This step is aimed to determine the intended goals of instructional materials design.. After stating the goals, the topic should be listed as the scope of the course and the basic needs of instruction. The staffs do not need to learn the whole English but only some restricted areas relevant to their needs andor purposes. In doing their job, the staffs deal with different situation, the topic in the instructional material should be based on the situation they deal with.