The last stage is the recycling. It is intended to determine the harmony between goal set and students’ performance to reassess the content and to revise the
materials and the methodological procedures used in the course. These stages are presented in the following figure 2.2.
Figure 2.2: The Yalden’s Instructional Design Model 1987:88
b. Kemp’s Model
Kemp 1977:4 says that instructional design plan is important since it will help the instructional designer get familiar with the design. Kemp’s instructional
design model is offered to supply answers to the three questions. The questions are what must be learned, what procedures and resources will work best to reach the
designed learning levels activities and resources, and how will we know when he required learning has taken places evaluation.
Kemp’s program development consists of eight steps Kemp, 1977:8-9. The first step is determining goals, listing topics, and stating the general purposes for
teaching each topic. Goals related to society, students, and subject area, which are used as the basis for developing more description. The second step is enumerating
learners’ characteristics useful for the determination of instructions. There are four factors, which are considered in this part. Those are academic factors, social factors,
learning condition, and learning style. The third step is specifying the learning objectives to be achieved by the students as the behavioral learning outcomes. The
Needs Survey
Description of
Purposes Selection
Development of
Syllabus Type Evaluation
Development and Implementation
of Classroom Procedures
Production of a
Proto Syllabus
Production of a
Pedagogical Syllabus
22 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
objectives must be unambiguous and measurable. The fourth step is listing the subject content in order to clarify the learning objectives since subject contents
support the objectives. The fifth step is developing pre-assessment which plays the same role with
criterion reference test which purpose is to determine students’ present level of knowledge.
The sixth step is selecting teaching and learning activities and instructional resources. The activities and resources help the students to accomplish
the learning objectives through the subject content. The seventh step is supporting services such as budget, personnel, facilities, equipment, and schedules should be
coordinated in order to put the instructional materials into effect. The last step is giving evaluation to the students toward their accomplishment of objectives, which
lead the instructional material designer to revise any phrases of the plan that need improvement.
Kemp’s model has flexible process since it allows the designer to start from any elements and move back to any steps.
Figure 2.3: The Kemp’s Model 1977:9
Revise Goal,
Topics, and General
Purposes Learners’
Characteristics
Learning Objectives
Support Service
Evaluation
Teaching Learning
Activities Subject
Content Pre-
Assessment
23 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. THEORICAL FRAMEWORK
Based on the general nature of the learners’ purpose and specific needs or specialization, ESP can be categorized to three branches; English for Science and
Technology EST, English for Business and Economics EBE, and the last is English for the Social Sciences ESS. This categorization is made based on the
assumption that people can work and study simultaneously, and it is also possible that the language learnt for intermediate use in a study environment will be used later
when the student takes up, or returns to a job. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana
University belongs to the second category of ESP, English for Business and Economics EBE since the students of Management Major of Duta Wacana
University learn the language for intermediate use in a study environment will be used later when the students enter the work field.
The writer uses the speaking theory proposed by Ur 1996 because Ur provides clear explanations about the characteristics of the successful speaking
activities, the problem occur in speaking activities, and the solution of speaking problem.
To design Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University, the writer adapts and
combines some steps of two models, which are: Yalden’s models and Kemp’s models as guidelines to create a new model. Both of them chosen because they are
simple therefore easier to apply. The framework of this design model consists of eight steps. The first step is conducting needs analysis. It is adapted from Yalden’s
model. Yalden 1987:101 states that the learners’ communications requirement, 24
