III. The analysis of the learning task
It is used to find out what has to be learned by the learners so that they can behave in the way described by the objectives’ specifications. The input
of the learners’ abilities must be assessed too. IV.
The design of the system This system is aimed to determine alternatives and to identify what
has to be done and how functional analysis, to determine what or who has the best potential to accomplish these functions component analysis, and to
determine here and when the functions are to be carried out design the system.
V. Implementation and quality control
The designed system is to be tried out, implemented, and installed. Finally the performance of the learners as the product of the system is to be
evaluated in order to measure the learners’ degree assessment to which they behave in the way initially described.
VI. Change to improve
The performance data is used as a feedback to adjust the system.
2.1.5 .3 Yalden’s Instructional Materials Design Model
According to Yalden, after knowing the type of syllabus that will be applied, the teachers should prepare themselves in developing the
instructional materials.
The process of constructing the type of syllabus is as follows: 1.
Needs survey, the teacher should make surveys of needs before stating the purposes in order to find the importance of the community local
needs. 2.
Description of purpose, the description of purpose is prepared in term of: 1 the characteristic of the students, and 2 the skill of the
students on entry to and on exit from the program. 3.
Selection and development of syllabus type. 4.
The proto-syllabus production, describes the language itself and language use to be covered in the program.
5. The pedagogical production that develops the teaching materials,
learning and testing approaches which consist of testing sequence and decisions on testing instruments.
6. Development and implementation of classroom procedures. It can be
describe as follows: a. Development of classroom procedures, in terms of selecting of
exercise types and teaching techniques, preparing of lesson plan and of weekly schedules.
b. Teacher training, in terms of briefing and workshops in principles and desired outcomes and exploitation or creation of
teaching materials. 7.
Evaluation. This stage describes 1 the evaluation of the students, 2 the evaluation program, and 3 the evaluation of teaching.
8. Stage recycling. It can be describe as:
a. Congruence fit between goal set and student performance is determined.
b. Content is reassessed. c. Materials and methodological procedures are revised.
Figure 3 The Language Program Development from Yalden
2.1.6 Material Development
This part the writer discussess a model for developing mater ials. In developing materials, the writer does materials adaption as well. Materials
adaption is used to make the materials suitable for specific learners, teachers or situations. The writer ada
pts the Hutchinson and Waters’ model which is consisted of four elements Hutchinson and Waters, 1987: 108-109. The
elements are: 1. Input
Input provides stimulus material for activities, new language items, correct models of language use, a topic for communication. It also provides
the opportunities for learners to use their existing knowledge both of the
Needs
survey
Descriptio n of
Purpose Selection
Development of syllabus
Production of a proto
syllabus Evaluation
Development of implementation
of classroom procedures
Production of pedagogical
syllabus
language and the subject matter. It may be by reading a text, listening to an audio cassette, answering questions, etc.
2. Content focus Language is not an end in itself, but a means of conveying information
and feeling about something. The writer focuses the materials on the specific skill which is to be taught and the teaching and learning
activities will be more effective when the content is related to daily hotel
management activities.
3. Language focus Language focus provides the learners to use language. The writer
gives the opportunity to the learners to identify the vocabulary and the expressions deal with the discussed topic.
4. Task Task provides the learners to use the content and language knowledge
they have built up through the unit. Task makes learners practice and use their knowledge both of language and content.
2.2 Theoretical Framework
This part discusses the steps and procedures to design and develop speaking materials. Theoretical Framework is needed to conduct the research.
The researcher combined Kemp’s, Banathy’s and Yalden’s model as the
theory of instructional design and the other theories which had been
