order to develop the program from the very beginning step. These models are also flexible, meaning that the models could be applied to design either the general
English program or an ESP program. Then the writer combined both of them to be designed model.
a. Kemps’s Instructional Materials Design Model
Kemp 1977 offers eight steps in designing the program development. The steps are:
1 Considering the goals and list of topics strating the general purpose for
teaching each topic. 2
Enumerating the important characteristics of the learners for whom the instruction is to be designed.
3 Specifying the learning objectives to be achieved in terms of measurable
students behavioral outcomes. 4
Listing the subject contents to support each objective. 5
Developing pre-assessment to determine the students’ background and present level of knowledge about the topic.
6 Selecting teachinglearning activities and instructional resource that will treat
the subject content so the students will accomplish the objectives. 7
Coordinating support service such as budget, personnel, facilities, equipment, and schedule to carry out the instructional plan.
8 Evaluating the learners’ learning in terms of their accomplishment of
objectives with a view to revise and re-evaluate any phases of the plan that need improvement.
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The eight step suggested by Kemp are flexible. This is the strength of Kemp’s model. There is interdependence among the eight elements; decisions
relating to one may affect other Kemp, 1977: 9. A designer can start from any step then move back and forth to the other steps whenever the designer is ready.
It is because all of the steps are interrelated. To make it clear, look at the figure below.
Figure 2.1 Kemp’s Model Kemp, 1977: 9
Learner Character-
istics
Learning Objectives
Pre- Assessment
Teaching Learning
Activities, Resources
Support Services
Evaluation
Subject Content
Goals, Topics, and
General Purposes
Revise
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b. Yalden’s Instructional Materials Design Model
Yalden states that in order to understand the process of constructing instructional design we have to examine the overall process of planning of second
language program. It will be beneficial for the building of well-organized process of designing the materials. The process of developing a language program covers
seven stages as follows.
1 Stage 1: The Need Survey
This step is conducted to collect the information about the learners’ needs. This stage is paramount to don in order that the production of the purpose
for the program can be realistic and acceptable.
2 Stage 2: Description of the Purposes
Description of the purposes is prepared in term of the characteristics of the students and the skill the students to entry and on exit from the program. The
formulation of purposes of the of the language will set up the basis of selecting or developing the type of syllabus.
3 Stage 3: Selection or Development of Syllabus Type
There are a number of syllabus types. However, there is no single syllabus type design is generally applied in any language program. The combination of various
model can possibly applied.
4 Stage 4: The Proto-Syllabus
At this stage, the syllabus designer describes the content of the syllabus. The descripiton of language and language function should be included in the rpogram,
such as general notion and specific topics, communicative functions, discourse,
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variety of language, communicative events, as well as grammar.
5 Stage 5: The Pedagogical Syllabus
The syllabus design contains teaching, learning, and testing as well. It is intended to provide the teacher with knowledge about the learners, the learners’ purposes of
learning English, and to match this knowledge with suitable content and teaching techniques.
6 Stage 6: Development and Implementation of Classroom Procedures
In this stage, the teacher has to select the teaching techniques and the type of exercise. The commuincative syllabus will give implication changes in the
teacher’s roles. The teacher should tend to be a facilitator rather than a leader of the class. Moreover, the teacher also needs to prepare the lesson plans and
schedules for the program altogether.
7 Stage 7: Evaluation
There are three major aspects to evaluate in this stage, namely the students, the teaching, and the program as well. The final performance of the students is needed
to be evaluated whether it fits the purposes of the program.
8 Stage 8: Recycling
At this phase, the revision of the materials and teaching approaches is done if there are discrepancies between the purposes of the program and the students’
final performance.
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Yalden’s instructional design is presented as follows:
Revision
Figure 2.2 Yalden’s Model of Language development Program 1987: 88
B. THEORETICAL FRAMEWORK
This research aims to develop a set of speaking materials using communicative approach. Hence, the discussion on theory of speaking and
communicative approach is considered important to give some points to be understood. This thing is used to choose task and teaching learning activities to
develop the design of a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI
Kowani. Based on the observation, the students of SMK Karya Rini YHI Kowani
had lack of chances to practice speaking. The English lesson of SMK Karya Rini YHI Kowani, especially the speaking skill, needs to be developed into an active
learning through some teaching learning activities that allow the students to be the center of the learning and give the students more chances to interact each other.
Therefore, the researcher introduces an alternative strategy to facilitate the students to speakactively in order to accomplish the purposes previously stated.
Description of purpose
Select. of
syllabus type
Prod. of proto-
syllabus
Prod. of pedagogic
syllabus Dev. of
classroom procedure
Evaluation Need
survey
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