b. Yalden’s Model
In order to understand the process of constructing this type of syllabus, it is by examining the overall process of planning a second language program.
Yalden’s stages for the instructional plan can be divided into seven stages as presented in the following figure:
Figure 2: Language program development proposed by Yalden 1987: 88
Table below presents the clarification of each stage.
Stages Description
I Needs Survey
II Description of purpose to be prepared in terms of:
1. Student characteristics 2. Students skills on entry to and exit from the program
III Selection or development of syllabus type in terms of IV and
physical constrains in the program IV The
proto-syllabus: Description of language and language use to be covered in the
program V The
pedagogical syllabus:
Development of teaching, learning and testing approaches 1. Development of teaching materials as far as possible
2. Development of testing sequences and decision on teaching instruments
VI a. Development of classroom procedures 1. selection of exercise types and teaching techniques
2. Preparation of lesson plans 3. preparation of weekly schedules
Need s
surve y
Descripti on
of purpose
Producti on
of a proto
‐ syllabus
type Selection
developme nt
a proto syllabus
type Producti
on of a
pedagogi cal
syllabus
Development and
implementation of
classroom procedures
Evaluati on
b. Teacher training: briefings or workshop on: 1. principles
2. desired outcome 3. exploitationcreation of teaching material
VII Evaluation 1. of students
2. of program 3. of teaching
VIII Recycling stage
1. congruence or ‘fit’ between goals set and students performance is determined
2. content is reassessed 3. materials and methodological procedures are revised
Table 1: Clarification on each steps
The explanation of each step is in the following:
1 Needs Survey
Yalden 1987: 101 gives a brief description that relates to the needs survey. When a needs survey is being undertaken there is a potentially a great deal
of information to be gathered. The information includes communication requirements, personal needs and motivation, and relevant characteristics of
learners as well as those of their “partners for learning.” The reason for this information gathering is to understand as much about the learners as possible prior
to the beginning of the program, in order to establish realistic and acceptable objectives Yalden, 1987: 101.
The needs survey can be applied in “survival course” it can be given to individuals who need a basic command of the language for immediate, everyday
requirements. The teacher may make decision on behalf of the learners concerning what interests are general enough for them all, or in which situations the learners
will have to survive Yalden, 1987: 92. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
One of the instruments that can be used in order to get specific information is face to face interview. In order to get a better understanding with variety of
learners’ expectations, the writer uses this kind of interview.
2 Description of Purpose
After the information of the needs survey is collected, the next step is to get expected and specific purpose of the learners. By identifying the purpose of
their needs, a writer could form the appropriate language content from simplest case to the wider scope. Robinson 1980, divides general purposes into two kinds
of purposes, namely educational and occupational purposes Yalden, 1987: 107. Understanding the learners’ purpose will guide the teacher to design the
instructional materials that is suitable in the learners field.
3 Selection or Development of Syllabus Type
Yalden describes the syllabus as an instrument by which the teacher can achieve a degree of fit between the needs and aims of the learner and the activities
that will take place in the classroom. Yalden also has classified a number of communicative syllabus types, such as notional or structural syllabus that focuses
on the grammar understanding; functional syllabus that involves developing skill; and structural-functional syllabus that involves combination between grammar
and skill development.
4 Production of Proto Syllabus
In the communicative syllabus types there would be a lot of elements to be considered. Those elements are general notions and specific topics,
communicative functions, discourse and rhetorical skills, variety of language, role sets and communicative events as well as grammar and lexis.
The work involved in selecting and combining items in each category is somewhat complicated. It is suggested for the teacher to start mapping out the
syllabus content which is usually inventing a list of topics or functions Yalden, 1987: 143-144. Such syllabus creates convenience in terms of the matched
between the knowledge and appropriate content and teaching techniques, the learners’ actual purposes and needs in the classroom.
5 Development and Implementation of Classroom Procedure
Yalden 1987: 89 gives a brief description on the development and implementation of classroom procedures that can be divided into:
1 Selection of exercise types and teaching techniques. 2 Preparation of lesson plans.
3 Preparation of weekly schedules. Those three procedures are meant to be weekly monitored for the teacher
to see the classroom development.
6 Evaluation
Evaluation or recycling stage relates to the students, program, and teaching according to Yalden. These elements refer to the students’ performance
reassessment of the content and revised of the materials and methodological procedures.
From the above points, Yalden’s stages are started from the importance of conducting communicative need survey from whom the program is prepared.
Those stages represent discrete operations for the sake of clarity in Yalden’s model.
2. Teaching of Speaking
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