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CHAPTER II LITERATURE REVIEW
In this study, the writer aims to design English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian
STIPER Yogyakarta. In this chapter, the discussion will be divided into two main parts i.e. theoretical description and theoretical framework.
The theoretical description is aimed to give foundation for designing the materials by reviewing related literature. This section consists of five subchapters,
which will discuss 1 Instructional Design Model, 2 English for Specific Purposes, 3 Task – Based Language Teaching, 4 Syllabus, and 5 Speaking Skill. The
theoretical framework will discuss the significance of the theories to design materials.
A. Theoretical Description 1.
Instructional Design Model a. Yalden’s Model
Yalden suggests the design of a communicative syllabus. According to Yalden, a syllabus can be considered as communicative since it takes into
consideration everything required assuring communication 1987: 87. It suggests ten compositions that can be listed as follows 1987: 86-87:
a. As detailed a consideration as possible of the purpose for which the learners wish
to acquire the target language; b.
Some ideas of the setting in which they will want to use the target language physical aspect need to be considered, as well as social setting;
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c. The socially defined role of the learners that will be assumed in the target
language as well as the role of their interlocutors; d.
The communicative events in which the learners will participate in everyday situation, vocational situation or professional situation, academic situation, and so
on; e.
The language functions involved the events, or what the learner will need to be able to do with or through the language;
f. The notion involved, or what the learner will need to be able to talk about;
g. The skills involved in the “together” of discourse: discourse and rhetorical skills;
h. The variety or varieties of the target language that will be needed, and the levels
in the spoken language in which the learners will need to reach; i.
The grammatical content that will be needed; j.
The lexical content that will be needed. Furthermore, Yalden 1987: 88 suggests that having a syllabus is not the
same as having the teaching materials and lesson plans. Therefore, after knowing the type of syllabus that will be applied, a teacher should prepare in developing the
instructional materials. Yalden suggests eight stages in developing a language program.
The stages can be seen in table 2.1 below:
Table 2.1: Stages in Language Program Development Yalden, 1987: 89
STAGE DESCRIPTION
I II
Needs survey Description of purpose to be prepared in terms of:
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