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justification about the model of learning, the researcher needs to examine another model of instructional design. It is Yalden’s model of instructional design.
b. Yalden’s Model of Instructional Design
Yalden 1987 states that designing instructional materials is conducting a survey of communication needs of the learners for whom the program is being
prepared as well as survey of the physical resources at hand. Therefore, based on Yalden, there are eight steps in conducting materials designed. They are stated as
follows.
1 Need Survey
Survey is conducted to know the learners’ needs and analyze it. The instructional design will fulfill the right needs of the learners. It has to include the
identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learners. The need survey is the step
to collect the first data of the research.
2 Description of Purpose
The researcher has to decide and clarify the purpose of the course based on the information gathered in the previous step. According to Yalden 1987, in
certain situation, the researcher might be constrained to add other elements such as study of the culture associated with the target language which might not come
out of the needs survey quite directly. Therefore, the researcher tries to decide the goals and purposes of the study at this step.
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3 Selection and Development The Syllabus Type
The researcher needs to select an appropriate syllabus for the next materials pr
oduct. It should be based on the learners’ needs and characteristics in order to support the teaching and learning activities effectively. The syllabus has
to base on the method and technique which are applied.
4 Production of Proto-Syllabus
In this step, the researcher produces a syllabus which describes the language itself. It should cover certain program that is developed maximally. The
researcher uses the correlation of the method and technique to design the syllabus.
5 Production of a Pedagogical Syllabus
Pedagogical syllabus refers to a plan in implementing the content of the language teaching and learning in the classroom level. The researcher needs to
produce the syllabus in the form of teaching-learning materials and testing approach. This process is the long syllabus selecting process.
6 Development and Implementation of Classroom Procedures
In this step, the researcher tries to organize the learning activities within the lesson plan. Yalden 1987 suggests that the researcher must deal with the
teaching techniques and realize the syllabus in the form of teaching materials. The classroom procedures must be clear and adaptable.
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7 Evaluating
All elements in teaching-learning activities of language teachers, students, instructional program, and teaching materials have to be evaluated in this step. It
aims to get the correction for those elements in order to gain better supporting elements of classroom teaching and learning process. Every element needs to be
considered effective to support the teaching and learning activities.
8 Recycling Stage
This step is intended to fit the goals and the final performance of the learners. The content is reassessed. The materials and the teaching approaches are
revised. Every element should be revised carefully and clearly to get a good product.
Figure 2.2 Yalden’s Model Yalden, 1987
In this model, there are two strengths can be stated. The first is that Yalden’s model contains a needs analysis to know the needs of the students in
learning English. Based on Yalden 1987, another strength is the recycling process in the evaluation stage. The researcher can adjust the goals of the products
with the students’ achievements later.
Need Survey
Descript- ion of
purpose Develop-
ment and Implement
-ation of Calssroom
Evaluat- ion
Product- ion of a
pedago- gical
Syllabus Selection
Develop -ment of
Syllabus
Type Product-
ion of Proto -
Syllabus
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2. Teaching and Learning of Speaking Skill
