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and resources will help students to achieve the learning objectives through the subject content.
7. Coordinating such support services. These services include budget, personnel,
facilities, equipment and schedules to carry out the instructional plan. 8.
Evaluating students’ learning in terms of their achievement of objectives. Revision and re-evaluation of any phase requiring improvement are necessary to be done.
Kemp’s Instructional Design Model is illustrated in Figure 1.
b. Janice Yalden’s Model
The writer uses Yalden’s instructional material design since this model provides a clear step about needs survey. This model has been designed to know the students
needs’ in learning so that the learning outcome can be improved. According to Yalden 1983: 7, after knowing the type of syllabus that will be applied, the teacher should
prepare himself in constructing and developing the instructional materials. The process of constructing the type of syllabus covers eight stages as follows.
Stage 1: The Needs Survey
The teacher should make a survey of needs before starting the purposes in order to find the importance of the community or local needs.
Stage 2: Description of Purposes of the Program
The description of purposes is prepared in terms of the characteristics of the student and the skills of the student on entry to and exit from the program.
Stage 3: Selection or Development of Syllabus Type
There are a number of syllabus types. However, no single model of syllabus design is universally used for any language program. The combination of various models is
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possible.
Stage 4: The Proto-Syllabus
The proto-syllabus describes the language and language use to be covered in the program. It means heshe should be able to describe the content of the syllabus. This
will cover several components such as topics, communicative functions, variety of language and grammar.
Stage 5: The Pedagogical Syllabus
Yalden explains that in this stage, the course designer is supposed to develop teaching, learning, and testing approaches pedagogical syllabus. A form of pedagogical
syllabus is intended to provide the teacher with knowledge about the learners’ purpose in learning English, so that they can match it with appropriate content and teaching
techniques. It is also used for developing testing sequences and instruments.
Stage 6: Development and Implementation of Classroom Procedures
In the development and implementation of classroom procedure, a teacher has to select the exercise types and teaching techniques. Heshe needs to prepare the lesson
plans and weekly schedules. Yalden also mentions the teacher training in this stage which covers briefings or workshops on principles, expected outcomes, and creation
of teaching materials.
Stage 7: Evaluation
The evaluation of the whole components in the language program consists of the evaluation of the students, of the instructional program and of the teaching.
Stage 8: Recycling
The final stage of the recycling includes the steps of determining the congruence or ‘fit’ between goal set and student performance, reassessing the content and revising
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the materials and methodological procedures. Yalden’s instructional design model is presented in Figure 2.
Recycle
Figure 2 Yalden’s Instructional Design Model Yalden, 1987: 8
c. Comparison between Kemp’s and Yalden’s Models
