reading materials for senior high school students, the writer would adapt some steps from those two models.
The writer chooses two models because they can complete each other. The writer adapts some parts from the first model, and some parts from another model.
The discussion of the two models is presented below:
a. Kemp’s Design Model
Kemp 1977: 8 states that instructional design plan is meant to answer
three important questions. They are:
1 What must be learned? objectives
2 What procedures and resources will work best to reach the desired learning
levels? activities and resources 3
How will we know when the required learning has taken place? evaluation
Then, Kemp 1977: 8-9 adds that the instructional design plan consists of eight parts. They are:
1 Consider goals, list topic, and state the general purposes for teaching each
topic. 2
Enumerate the important characteristics of the learners. 3
Specify the learning objectives. 4
List the subject-content that support each objective. 5
Develop pre-assessment to determine the students’ background and present level of knowledge about the topic.
6 Select teachinglearning activities and instructional resources.
7 Coordinate support services to conduct the instructional plan. The support
services can be budget, personnel, facilities, equipment, and schedules. 8
Evaluate students’ learning based on their achievement of objectives, revise and reevaluate their weaknesses that need to be improved.
Figure 2.1 Kemp’s Model: The Relationship of Each Step in the Plan to the Other Steps Kemp, 1977: 9
Teaching Learning
Activities, Resources
Support Services
Evaluation
Revise Learning
Objectives Learner
character- ristics
Pre- assessment
Goals and Purposes
Subject Content
b. Yalden’s Design Model
Yalden 1987: 89 defines a communicative syllabus as a syllabus which purpose is to describe classroom experience with a real language use environment.
It means that the syllabus provides the learners with a change to practice the target language in a real language situation to make them familiar with the use of the
language. Yalden’s communicative syllabus consists of eight stages of instructional design Yalden, 1987: 88-89. They are:
1 Needs Survey
It is conducted to gather information about learners’ needs. The gathered information will be used to consider the whole course.
2 The Description of Purposes
Conducting needs analysis will give the course designer choices to choose the purpose of the course, whether it is for occupational or educational purpose.
3 Choice of Syllabus Type
It is done when the general category of the course has been decided. At this stage, the course designer chooses the proper syllabus to be implemented in
the course. Yalden provides several types of syllabus as follows Yalden, 1987: 110-117:
a Type I: Structural-Functional
It separates the structural and communicative function. The linguistic form precedes the communicative function.
b Type II: Structures and Function
This type involves a structure in a communicative function; thus, it enables learners to study the linguistic forms and communicative function in a line.
c Type III: Variable Focus
This type shifts the language program based on the learners’ proficiency. d
Type IV: Functional The communicative function is the objective in this type. However, the
structural pattern is not ignored. e
Type V: Fully Notional This type of syllabus is appropriate for learners who have adequate
English proficiency, but still need to be specified in a particular purpose. f
Type VI: Fully Communicative It is also called as learner-generated syllabus where learners are the input
source. 4
Proto-Syllabus Design The course syllabus specifies the content of the syllabus.
5 The Pedagogical Syllabus
The course designer designs the pedagogical syllabus. This syllabus provides materials presentation and interpretation about how learning is achieved.
6 The Development and Implementation In Classroom
The course designer sets the materials from the pedagogical syllabus and organizes them through the lesson plan. At this stage, teacher deals with the
teaching techniques and applies the syllabus in form of teaching the materials.
7 Evaluation
Evaluating the learners, the teaching techniques and the program are done at this stage.
8 Recycling Stage
At this stage, goals and final performances are set up. If there are differences from the syllabus, the materials and the teaching approaches will be revised.
2. Theories of Reading
