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b. Janice Yalden’s Model
Yalden decides learners’ needs survey as the initial stage in her instructional design model since it is an important stage in constructing instructional materials. She
also considers that development of syllabus is needed in organizing the content of language course. Yalden 1983: 7 states that after knowing the type of syllabus that
will be applied, the teacher should prepare himself in constructing and developing the instructional materials. The process of developing a language program covers seven
stages as follows.
Stage 1: The Needs Survey
Surveys are being undertaken to collect the information about the learners’ needs. This stage is paramount to do in order that the production of purpose for the program
can be realistic and acceptable.
Stage 2: Description of Purposes
Description of purposes is prepared in terms of the characteristics of the student and the skill of the students to entry to and on exit from the program. The formulation of
the purpose of the language program will establish the foundation in selecting or developing the syllabus type.
Stage 3: Selection or Development of Syllabus Type
There are a number of syllabus types. However, no single model of syllabus design is universally used for any language program. The combination of various models is
possible.
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Stage 4: The Proto-Syllabus
At this stage, the syllabus designer describes the content of the syllabus. The description of language and language use should be included in the program, such as
general notions and specific topics, communicative functions, discourse, variety of language, communicative events, as well as grammar. However, it is not always
possible to include all aspects of communicative competence. It needs some considerations, namely physical constraints, description of purposes and specification
of target levels.
Stage 5: The Pedagogical Syllabus
The syllabus design has to include teaching, learning, and testing as well. A form of pedagogical syllabus is intended to provide the teacher with knowledge about the
learners’ purposes in learning English, so that they can match it with appropriate contents and teaching techniques. It is also used for developing testing sequences and
instruments.
Stage 6: Development and Implementation of Classroom Procedures
Due to the development of classroom procedure, a teacher has duties to select the exercise types and teaching techniques. He or she also needs to prepare the lesson
plans and weekly schedules. Moreover, Yalden suggests conducting teacher training through briefings or workshop on principles and desired outcomes as well as creation
of teaching materials.
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Stage 7: Evaluation
This phase comprises three major aspects which need to evaluate, namely the students, the teaching as well as the program. The final performance of the learners
should be analyzed whether it fits the goals set.
Stage 8: Recycling
At this stage, materials and teaching approaches need to be revised, if there are discrepancies between goals set and student final performance.
Yalden’s instructional design model is presented in Figure 2.
Recycling
Figure 2 Yalden’s Instructional Design Model Yalden, 1987: 8
B. Theoretical Framework
The study aims to develop a set of supplementary reading materials. Hence, the discussion on theory of reading is considered important in order that it can give
some points to determine what reading is being understood. As stated in the theoretical description, the assumption that the teacher makes about the nature of
reading determines his or her choice of teaching method and materials. The writer
Needs Survey
Selection or
Development of
Syllabus Type Production
of Proto-Syllabus
Production of
Pedagogical Syllabus
Development Implementatio n
of Class Procedure
Evaluation Description
of Purpose