Janice Yalden’s Model

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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. 29 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. 30 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