27
back together. The fourth component is communicative task, which helps the learners to practice language use. These components are flexible for the teacher to develop
and apply the materials as long as the objectives of learned can be attained.
Input
Task Content
Language
Figure 1: Hutchinson’s Waters’ Material Design Model 1987: 108
Elaborating the coherence between the components in material design model for teaching speaking, the writer develops the stimulus materials and topic in the
beginning as the input. After that, the writer provides the content focus that involves the students’ expected behavior toward the language followed by communicative
tasks which direct the students to learn and practice the language focus that provides the expression in speaking.
7. Syllabus Design
Yalden defines syllabus as an instrument used by teacher to achieve degree of appropriateness between needs and aims of learner and the learning activities in
classroom 1984: 14. Syllabus becomes the guidelines in preparing the materials and activities for teaching language in classroom. The syllabus used in classroom can be
adapted the method of learning in classroom. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
According to Krahnke 1987: 56, the way of bringing the real world into the classroom is by providing the task. The task should cover cognitive, cultural, and life
skill along with the language. This theory meets the principle of CTL, which facilitate the students to have learning experiences in creative situation like real
world. So, in this design, the writer tries to develop the materials by using task-based syllabus.
Dealing with these supporting theories, the writer intends to develop the materials which serve language learning along with the task learning like in real
world. The elements of task-based syllabus are developed from Competence-Based Curriculum. This syllabus will influence the selection and development many various
kind of speaking tasks for this study.
8. Design Models
After studying some theories which become the background theories for the study, the writer is to provide the design model. The design model will role as a
framework to develop and conduct the language course. It helps the teacher and instructional designer to achieve the goals in the course through some components to
apply. In this language course, the writer integrates the Yalden’s model and Newby’s model to develop the design model to teach speaking for senior high school students.
a. Yalden’s Model
To develop the instructional design, Yalden suggests eight stages for syllabus designer and teacher 1987: 88. Those stages are briefly summarized as follows:
1. Administering a need survey, includes:
