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In designing the model, another instructional model is also used. The next instructional model is Yalden’s model.
b. Yalden’s Model
According to Yalden 1987: 88, there are seven stages in designing material. The stages are the following:
1 Need Survey
Need survey is a very important part in designing material. It aims to know who the learners are. Need survey is conducted to identify as much as possible the
students’ needs. The result of the need survey is used to establish the realistic and acceptable objectives.
2 Description of Purpose
After conducting the need survey, the designer describes the purpose of the program. In this stage, the designer clarifies the purpose of the language program.
It will be the basis to find solution when the designer faces problems in the next steps.
3 Selection and Development of Syllabus Type
After deciding on the general category for a course, the next step is to select the type of syllabus. Yalden says 1987: 108 that there is no single model of
syllabus design which is universally agreed upon. As the solution, the designer should modify the existing structural syllabuses to a completely learner-centered
approach.
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4 Production of the Proto-syllabus
In this stage, Yalden 1987: 138 says that the syllabus designer will turn to the description of the content that the syllabus will have, i.e., the preparation of
syllabus specification. The designer should select and combine items in each category. In other word, the designer should also describe and determine the
content of the syllabus.
5 Production of the Pedagogical Syllabus
Pedagogical syllabus is described in this stage. It provides a repertoire of words and phrases based on the function and topics. The designer’s work is to
make the repertoire come to life.
6 Development and Implementation of Classroom Procedure
The next step is development and implementation of classroom procedure in which the designer develops the classroom procedures. It includes selection of
exercise types and teaching techniques, preparation of the lesson plan, and preparation of weekly schedule.
7 Evaluation
This is the last stage in Yalden’s instructional model. There are two aspects which are evaluated in this stage. They are the students and the material design.
This stage is also called recycling stage because the whole cycle can be begun again at this point.
To give clearer description about the Yalden’s instructional model, the following is the picture of the model:
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Figure 2.2 Yalden’s Instructional Model Yalden, 1987: 88
All steps in the two instructional models above would not be used in this design. The writer combined the two models and only took some of the steps.
From Yalden’s model, the writer took the first step, namely need survey. It is important since a need survey becomes the foundation to determine the materials
which is developed. The second step of Kemps’ model is not used in this design because this step has been included in the need survey. From the Kemps’ model,
the writer takes the first step, namely Goals, Topics, and General Purposes. It becomes the basis of the designing the materials. Kemps’ third step is used to
determine the objective of the designed materials based on the Process-Based Approach. Subject content becomes important because it determine the applying
of the principle of the Process-Based Approach in the designed-materials. The next step which is used from Kemp’s model is Teaching-Learning activities.
Some of methods in Process-Based Approach are applied in this step. The final step is evaluation. It measures the outcome of the material designed. It is also
important to obtain the evaluation values which are used to revise the materials.
Needs survey
Description of purpose
Selection development
of syllabus type
Production of a-proto
syllabus Production of
a-pedagogical syllabus
Development and implementation of
classroom procedures Evaluation
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2. Teaching Writing to English as Foreign Language
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