In this study, there are some steps chosen by the writer, they are formulating goals, topics and general purposes, formulating learning objectives,
selecting teaching or learning activities and resources, evaluating, and revising. Those chosen steps are not a complete model yet because the writer also has to
know the needs of the subjects of this study. The step of the needs survey can be found in Yalden’s model. That step will be combined with Kemp’s model. Before
combining the step, the writer will explain the procedure of Yalden’s model.
b. Yalden’s Model
The writer also adopts Yalden’s model. Yalden 1987: 88 presents eight stages in designing materials as follows:
1 Needs Survey Needs survey is conducted in order to analyse the learners’ needs of
learning the target language and to understand students’ characteristics which enable the designer to make acceptable objectives that complete the students’
needs. 2 Description of purpose
This stage is to clarify the purpose of the language program. The description of purpose is prepared in terms of the characteristics of the students
and the skills of the students on entry to and on exit from the program. The language program’s aim can also be investigated from the setting in which the
survey is conducted.
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3 Selection or development of syllabus type This stage is to select or develop the appropriate syllabus type. It is the
time for the designer to decide what kind of syllabus type will be used. It should be based on the students’ needs and the purpose of the program.
4 Production of a proto-syllabus The proto-syllabus describes the language itself and language use to be
covered in the program. The designer should consider the purpose of the program that the specification of the syllabus contents will be taken accordingly.
5 Production of a pedagogical syllabus The pedagogical production develops the teaching materials, learning and
teaching approaches which consists of testing sequence and decisions on testing instruments. The specification of every single word and phrase will be conducted
in this stage. Therefore, the production of proto-syllabus will be completely developed.
6 Development and implementation of classroom procedures Selection of exercise types and teaching techniques, preparation of lesson
plan, and preparation of weekly schedules, those three procedures in this stage should be weekly monitored by the teacher to see the classroom development.
7 Evaluation Evaluation describes the evaluation of the students, the evaluation of
program, and the evaluation of teaching.
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8 Recycling In this last stage, the designer has to fit the goal set and students’
performance, reassess content, and revise the materials and methodological procedures.
The stages will be described in the following figure.
Figure 2.2 Yalden’s Language Program Development
2. Communicative Language Teaching
