12 8 Evaluation
Evaluation is the pay-off step in the instructional design plan, for both the students and the teacher Kemp, 1997: 91. The teacher evaluates the students’
accomplishment to do revision and reevaluation of the design in order to make improvement.
Figure 2.1. Kemp’s Instructional Design Plan Kemp, 1977: 9
b. Yalden Model
Janice Yalden’s Language Program Development is divided into seven stages. The explanation of seven stages is as follows.
1 The Need Survey The course designer carries out a needs survey to obtain as much
information as possible in any given situation about the students and about his
Goals, topics and general
purposes Leaner
characteristics
Learning objectives
Subject objectives
Pre- assessment
Teaching Learning
activities Support
services Evaluation
Revision
13 purposes in acquiring the target language. The reason for this entire information
gathering is to understand as much about the student as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives
Yalden, 1987: 101. 2 The Description of Purpose
The purpose of the language program is as the foundation for the major decision facing the language course designer when he arrives at the next stage that
is the selection or development of syllabus type. 3 The Selection or Development of Syllabus Type
There is no single model of syllabus design, which is universally agreed upon. The course designer can combine various types of syllabuses and put
various focuses on oral or written language as required. 4 The Production of a Proto-Syllabus
In this stage, the syllabus designer produces a proto-syllabus or the description of language and language use to be elaborated in the program. There
are a large number of elements to be considered such as general notions and specific topics, communicative functions, discourse and rhetorical skills, variety
of language, role-sets, and communicative events, as well as grammar, and lexis Yalden, 1987: 138.
5 The Production of a Pedagogical Syllabus The pedagogical syllabus provides a repertoire of words and phrases, chosen
as exponents of functions and suitable to the topics identified as important to the student Yalden, 1987: 144. 6 The Development and Implementation of
Classroom Procedures
14 Yalden 1987: 89 gives a brief description on the development and
implementation of classroom procedures, which comprise of: a Selection of exercise types and teaching techniques.
b Preparation of lesson plans. c Preparation of weekly schedules.
Yalden also describes teacher training briefly, which consists of briefings or workshops on principles, desired outcome, and explanation or creation of teaching
materials. 7 Evaluation
Evaluation is the final phase in the Language Program Development proposed by Yalden. Evaluation has two elements. First, it evaluates or tests the
students in the program; and second, it assesses the teaching as well as the overall design of the course Yalden, 1987: 96.
From the points above, Yalden’s stages start from the importance of conducting needs survey for which the program is prepared. It is done to establish
realistic and acceptable objectives. The stage according to Yalden:
Table 2.1. Stages in Language Program Development Yalden, 1987: 89
Stage Description
I Need Survey
II Description of purposes to be prepared in terms of:
1. Students characteristic 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.
15 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 student performance is determined
2. Content is reassessed 3. Materials and methodological procedures are revised
The stages will be presented in the following figure:
Figure 2.2. Yalden’s Instructional Design Plan 1987: 88
Yalden model is used because of two reasons. First, this model concerns with the importance of need survey in designing instructional materials. Second,
this model is a learner-centered, because it concerns with the students characteristics and their skills. By knowing students’ characteristics and skills, it
would be less difficult in designing the materials for developing the students’ multiple intelligences.
16 In the study, Kemp and Yalden models are combined in order to be the basic
guidelines in designing the materials. The models provide steps that are needed in order to answer the first question mentioned in the problem formulation. The
combination of these two models will be explained further in the theoretical framework in designing integrated instructional materials based on multiple
intelligences theory for tenth grade of Senior High School students.
2. The Tenth Grade Students of Senior High School’s Characteristics
